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MANUAL OF SUGGESTIONS 



FOR TEACHERS 
USING THE 



MANLY-BAILEY 
LESSONS IN THE SPEAKING 
AND WRITING OF ENGLISH 



»t«c 



D. C. HEATH & CO., PUBLISHERS 

BOSTON NEW YORK CHICAGO 






Copyright, 1916, 
By D. C. Heath & Co. 

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-3 1916 
©CI.A428817 



CONTENTS 



BOOK ONE 

PAGE 

Section I i 

Section II 32 

Section III 53 

Section IV 71 

BOOK TWO 

Composition 89 



MANUAL OF SUGGESTIONS 

FOR THE 

MANLY-BAILEY LESSONS IN ENGLISH 

BOOK ONE 

SECTION I 
Lesson 1 

The first three lessons have one general subject : the simplest 
sentence, the statement. They teach nothing except the 
visible form of the statement in respect to the two things that 
are not words; namely, the capital and the period. Bear in 
mind throughout these first lessons, that Form and not Content 
is being learned through Practice Drill. So, it is not only allow- 
able, but even praiseworthy, to present for practice other state- 
ments which you think better adapted for the one purpose. 
For instance, the first lesson assumes naturally that the work 
is taken up at the beginning of the school year ; but if for any 
reason your class begins the work in the early winter, or in the 
spring, do not hesitate to say to the children that the first state- 
ment was written for a class that began in the fall, and to sub- 
stitute for it a more appropriate sentence ; and it might also 
well follow that the second statement should be changed, say, 
to '' School began two months ago." 

In L. I, use the blackboard for the sentences. The chil- 
dren may read in concert until each one pronounces all the words 
correctly. From the very beginning, take care of the pronun- 



2 LESSONS IN ENGLISH [Section I 

elation. But use tact ; if a child says, " I mus' go to school," 
say, " Yes, I must go to school," sounding the / clearly, yet 
refraining from look, gesture, or accent which might convey 
disapproval. If a child says, '' The fall days are heuh," say, 
" The fall days are here," sounding the long e and the r, as though 
in the mechanical performance of duty. 

^' The repetition of correct forms in concert has a great influ- 
ence.''^ 

In asking the questions, the children may be called upon 
one at a time, until the most backward or most diffident child 
has been given large opportunity to hear before he is called upon 
to speak. 

Additional questions may be and should be asked, leading 
up to the explanation that a capital letter is a chief letter, or 
letter at the head of a word — just as a capital city is the chief 
city in certain respects, and as the cap is a covering for the head, 
etc. The subjects for the written work seem the least difficult 
to be found, and there is no need in this lesson for giving further 
choice to any normal child. Yet, to any child who especially 
needs encouragement may be given the task of writing a state- 
ment concerning a subject which he surely knows something 
about, as a dog, a tree, a road, a house; but he or the class 
should not suspect that he is chosen because of backwardness. 

Never ofer work so difficult as to discourage. 
Assignment of lessons. — At the close of every recitation, 
assign the next lesson with care, giving such instruction as may 
be helpful to the children in preparing it. This is the first step 
requisite for a good recitation. 

In this case, for L. 2, first get the attention of the children ; 
read very slowly the first sentence ; then explain to them that, 
in the recitation next day, they will be required to write the 
sentence while you read it; after such explanation, read it 
again while the children repeat it with you, and so with the 
other sentences. Use the word sentettce freely, but do not 
attempt to define it. 



Lesson 2] MANUAL OF SUGGESTIONS 



Lesson 2 



If the suggestions for the assignment of the lesson have been 
followed, children have already had some practice upon the 
sentences. Dictation lessons, as well as others, must be studied. 

Each sentence should be read aloud by the teacher, slowly 
and distinctly, so that the child will not fail to hear and under- 
stand ; then the sentence should be read again more slowly, 
giving the child time to write the words, thus : " I go ... to 
school . . . every day." In dictating, preserve in the voice 
all clauses and phrases. Never dictate thus : '' I ... go to 
. . . school every . . . day." (Of course, if the children have 
had previous training in writing from dictation, pauses will 
not be necessary in very short sentences.) 

After all have written the sentences, oral questions may be 
asked. 

Another method is to send one pupil to the board ; the teacher 
dictates a sentence ; the pupils repeat the sentence ; the one 
at the board also repeats, then writes and punctuates. If 
there is an error, Mary or John may be called on to show the 
error, which must be corrected to the satisfaction of the class. 
Then another pupil goes to the board and writes a sentence, and 
so on. 

Guard against ev^ry, and font. Correct all errors of speech, 
both as to the use and the pronunciation of words. Carry 
this work into every lesson, but other work must not be rudely 
interrupted; see that in your manner you do not offend. It 
is advisable to show, now and then, a newspaper paragraph in 
which errors can be easily perceived by the children ; they may 
thus see that errors are not peculiar to themselves, and may wish 
to correct them. Do everything needful to encourage docility. 

Assign the next lesson. 

In the suggestions following, consider that at the close of 
every lesson you are advised to assign the next lesson, and to 
give help on it. 



4 LESSONS IN ENGLISH [Section I 

Practice at home in reading aloud the story in L. 4, so that 
you will be able to read it perfectly to the children. 

Lesson 3 

Copy in class, preferably on the board. If there is time, 
give other sentences. Some children will be slow; some will 
need more practice than others. 

Insist on neatness in the copying. 

Suggestive Questions. — Count the letters in school. How 
many letters in the second sentence? What is a written word 
made of? What is a spoken word made of? What can a 
bell do? What can the word hell do? 

Quietly cause the children to see that there is a great dif- 
ference between form and content. See suggestions below. 

Assign the next lesson ; read the story, with books closed ; then, 
with books open, give the questions that are to be answered 
at the next recitation. These questions concern content, not 
form. Adjust here your purposes to the purpose of the book, 
and do not fail to make the children see that they are now on 
different ground; that they were previously concerned with 
mere shapes (capitals and periods), but that now they are 
thinking about deeper things, about the realities that words 
merely symbolize. Say nothing about difficulties ; use art in 
questioning the child so that he may at length grasp the idea 
that between form and content there is almost infinite differ- 
ence ; but do not suppose that you are advised to present such 
thought abstractly or pedantically. 

^'Question the children into questioning.^^ 

In further preparation for the next lesson spend a few minutes 
in getting each child to tell something of what he saw in the 
morning as he came to school ; if he speaks but one sentence, 
praise the effort, and tell him that he has begun to learn how 
to tell pretty stories. 

Guard against error in use of words, in pronouncing them, 
and in spelling them. 



Lessons 3-5] MANUAL OF SUGGESTIONS 5 

Lesson 4 

See footnote, p. 11, following. 

Lessons i, 2, and 3 have given drill upon form; the fourth 
lesson gives practice in getting at content and in expressing it. 

Show that the purpose of the blank spaces between words 
is to keep the words separated, to prevent the words from run- 
ning together; that the period keeps the two sentences sepa- 
rated, and that the capital after the period shows where sen- 
tences are separated, as in the question beginning " Did you " 
at the close of the lesson. 

The children use their ears, not eyes ; they perceive audible 
forms ; hence you must read perfectly if they are to understand 
perfectly. See Suggestions, L. 14, following. 

Add questions. Encourage pupils to tell what they know 
about the ladybug. Entice the backward to talk; such may 
be more observant than the talkative ; give encouragement to 
all, but discriminate. Remove all hesitancy due to bashfulness ; 
all embarrassment ; if need be, turn to text lesson 13 on page 
130, and give such work as is found there, or something more 
interesting, or even amusing. You might talk about the boy 
who saw a horse-fly on the house, or the girl who could make 
butterfly (butter fly) ; anything to get the class ready to put 
forth unembarrassed effort. 

After the questions are answered, let each child retell the 
story, and in his own language. What should be retold is the 
thought, not the words. Give praise liberally, and you will 
cause little embarrassment when you correct errors. Indeed, 
in a first attempt, there cannot be absolute error ; that can be 
only in refusing to try. 

Lesson 5 

The copying lesson is a return to drill upon forms. Ob- 
serve that the sentence grows longer, and that there is more 
than one capital in the sentence. 



6 LESSONS IN ENGLISH [Section I 

Insist upon neatness in copying. 

Variety may be allowed; for instance, violets, or roses, 
or sunflowers, or peach, apple, or plum blossoms — what- 
ever is locally prominent at the season — may be more appro- 
priate than asters. 

At seat work, practice on sentences that tell about Saturday, 
for example. 

Always remember to give help on the next lesson. 

Practice reading aloud the poem in L. 7, so that the children 
may receive all that you can give. Avoid artificial elocution. 

Lesson 6 

See Suggestions, L. 2, p. 3. 

If proper help was given in the assignment of the lesson, 
the children have practiced writing the sentences. 

Be careful not to read too fast ; it is not well to be compelled 
to repeat. 

Questions at the close are, of course, oral; they may be 
divided somewhat, thus : 

In the use of a capital, what was the first thing you learned? 
the second? the third? 

Let pupils practice, at their seats, writing the names of all 
the days. 

As preparation for to-morrow, show the poem to be learned. 
You may call attention to the fact that the rhyming lines begin 
at the same distance from the margin, but do not press the sub- 
ject of indention. Explain the words (the children will be 
greatly interested to learn that daisy means day^s eye) ; explain 
also, if necessary, that in England and some parts of the United 
States a ladybug is called a ladybird ; then read the piece aloud. 

Lesson 7 

The purposes in learning the piece are three:, i. memory 
training; 2. the acquisition of cultural matter; 3. thought 
practice, or practice in getting content. 



Lessons 6-8] MANUAL OF SUGGESTIONS 7 

1. Memory training. See footnote, Suggestions, L. 20, p. 
14. 

2. Acquiring culture. The piece has charm; it is one of the 
few peculiarly fitted to children's taste, and yet it is not in- 
fantile. It is well worth holding in memory. (The author was 
English and wrote about the English daisy.) 

3. Questions on content are all oral, and may be amplified 
readily ; as, for instance : 

(a) Do you know where blackberries grow? 

(b) Do you know a willow tree ? 

(c) Do you think it right to hurt a butterfly? 

Let your questions be about those things which are within 
the child's experience and which interest him. The ladybug 
and the glowworm are not the only objects of interest. (Read 
footnote under Suggestions, L. 15, p. 11.) 

Correct wrong pronunciation. 

Who wrote the poem ? 

In giving help upon the next lesson, ask children to show a 
question in L. 2 ; in L. i ; in L. 6 ; ask whether a period follows 
a question, etc. 

Lesson 8 

The three lessons, 8, 9, 10, are upon forms — capitals, ques- 
tion mark, period. 

The work in L. 8 is copying in class, preferably on the board, 
all the pupils working at once if there is space. 

Exact neatness of work. 

Amplify questions ; for example : 

What mark follows the second sentence ? 

Why did you not put a question mark after it ? 

How do you know it was a little ladybird? What does little 
mean ? What did you do with the ladybug ? 

Direct that provision be made for the work to be done in 
Lesson 12. White, red, and green paper, scissors and paste, 
should be provided. Read Suggestions, L. 12. 



8 LESSONS IN ENGLISH [Section I 

Lesson 9 

The note which refers to p. xii intends to warn you against 
allowing errors of speech to pass without correction. In this 
lesson you are to watch for such errors, and especially for the 
misuse of the plural or the singular form of the verb. Correct 
such pronouncing as wuz, ware, and are, in the children's read- 
ing and speech. 

Each child may read a sentence; then each child may read 
all the sentences. 

The children may play a game of asking questions upon the 
reading, e.g.: 

Mary. Were you warm yesterday, Lucy? 

Lucy. No, were you, John? 

John. Yes, were you, William? 

William. Yes, I was warm; were you, Frank? 

In making the '' three sentences," ask Mary for a sentence 
with am; if she gives it incorrectly, ask the class for corrections ; 
then write the correct form on the board. Next ask John for 
a sentence with are, and treat it as you did Mary's. Continue 
with other pupils and with other words, until you have the five 
words illustrated once. Then erase, and write other sentences 
which the pupils will give as before. 

See text, p. xii. '' There are other groups of equal impor- 
tance with which no textbook intended for general use can deal 
successfully," etc. You should drill, drill, on correct forms, 
and persistently, yet cheerfully, — merrily if possible, — cor- 
rect bad forms, such as you is, we was, was you? and " what may 
be called local errors." ^ 

Lesson 10 

The lesson is first oral, on thought work ; then in writing, on 
form. There is no harm, even so early, in giving information 
concerning words. The child has already been interested in 

1 Text, p. xii, must receive continuous attention. You should study that page 
of "Our Aims and Plans." 



Lessons 9-12] MANUAL OF SUGGESTIONS 9 

learning that daisy comes ivovci day^s eye (L. 6-7) ; he will not 
know that the word butterfly is supposed to have been first given 
to such as were as yellow as butter. Study the dictionary; 
you will need it in every lesson ; use it for yourself, and for the 
children ; you cannot get along without it, and they cannot get 
along without you. 

Let each child ask the questions. Do not confine the ques- 
tions to the objects mentioned. In many localities the children 
are interested in horses, cows, sheep, dogs, pigs, chickens, 
pigeons, trees, the road to school, creeks, bridges, houses — 
no book can provide all the material that would specially suit 
every class ; the teacher's individuality is perforce respected ; 
she should respect that of the pupils. 

Correct all errors of speech. 

Lesson 11 

Here is "a new form for practice, yet not entirely new, for even 
though some of the children may not have learned it in earlier 
" language " work, yet they cannot have failed to notice it in 
their reading. 

The lesson is oral, except for the work of the last line. The 
oral questions in this and in every lesson will necessarily vary 
according to the answers, or the silence, of the pupils. Let 
a bright pupil make another but similar question ; say, for in- 
stance, " Mamma, is it time for me to start to school? " and its 
variations with " Mamma " transposed. This exercise should 
bring out the fact that a short pause in the sustained voice 
after an address is represented by a comma in writing. 

Lesson 12 

Possibly there are a few schools in which it is not practicable 
to follow the directions for cutting and pasting during the time 
of recitations ; but probably there is no school in which such 
work could not be done at some time when no class is reciting ; 
for example, before or after school hours, or at an intermission. 



lO LESSONS IN ENGLISH [Section I 

The class might leave the room for the playground in order to 
do the work, or, in an extreme case, the children may be allowed 
to do the work at home. The rural teacher, though '' troubled 
with much serving," and though repressed because of inade- 
quacy of equipment, should nevertheless make a strong effort 
to follow directions. Consulting the following pages of the 
text, she will see that such work is further to be developed in 
Lessons 23, 36, 43, 56, 63, 75, 84, and 99, and surely she will 
not allow these lessons to go by default. They are all very 
simple; and the children will be greatly interested in them. 

From the numerous illustrated newspapers which are com- 
monly thrown to waste, the children can find material for use 
in picture lessons. 

In this lesson the child cuts out from green paper the form 
of a leaf, and pastes it upon other paper. He may take an actual 
tree leaf and use it for his pattern ; and if he makes his own 
paste out of flour and water, he deserves commendation. The 
form of a ladybird is cut from red paper ; the skill may not be 
very great, but do not expect perfection. The sentences will 
not be difficult to write; instruct the children to make satis- 
factory sentences on their common paper first, and then copy 
them neatly for their illustrations. 

Questions may naturally be asked which will bring out the 
fact that the use of the word leaf (of a tree) has been extended 
to a leaf of paper. And natural questions may bring out the 
fact that the glowworm is very different from the lightning bug, 
also known to the children as the firefly. 

Lesson 13 

Blackboard work is advisable, but not indispensable. Write 
the second sentence on the board, then transpose the first 
two words, changing thus to a question, and ask the pupils to 
decide what change in punctuation should be made. Bring 
out that the word punctuation means pointing, making points. 
Probably all the children know what " puncturing a tire " 



Lessons 13-15] MANUAL OF SUGGESTIONS II 

means, and that punctual means " right upon the point of 
time." 

The questions may be about many things; horses, wild 
grapes, etc., are merely examples of many subjects which you 
may present to the individual pupils. 

^'' What mark have you placed after each of these questions? " 
may be divided into three questions, thus : What mark, John, 
did you place after the first sentence you copied? {Ans. A 
question mark.) Why? {Ans. Because the sentence asks a 
question.) What mark did you place after the second sentence, 
Mary? (^W5. A period.) Why? (.4 /j>9. Because the sentence 
does not ask a question.) And so for the third sentence. 

Lesson 14 

See Suggestions, L. 2, p. 3. 

This is the first dictation lesson that considers the question 
mark. See Suggestions, L. 6, p. 6. Ask the pupils to change 
the second sentence to a question. 

Additional questions may be asked, as : 

"Do you give whole corn to little chicks? " 

" What should first be done to the corn? " 

" What mark do I have in my voice now? " 

Assign next lesson. Practice reading the story aloud before 
you read it to the children in the recitation. 

Lesson 15 

The entire lesson concerns the content of language, not the 
form.^ 

You have taken time to practice reading the story aloud. 
Distinct pronunciation of all the words, and appreciative em- 
phasis laid upon the thoughts, especially upon those of the 

1 Observe well in the Oral Exercise following each lesson that is "To be read 
to the children," and each lesson "To be learned by the children," that all the 
questions concern content and not form. In such lessons, add any question that 
may bring out the meaning of the language, but devote no attention to forms. 



12 LESSONS IN ENGLISH [Section I 

colloquy, will surely convey the content of the piece to the pu- 
pils. But guard well against artificial elocution. What is 
aimed at here, and what is needed from you, is " stimulation 
of the pupil's thought " (p. xi, 2). Do not tell the pupils any- 
thing ; read the piece well, and they will listen ; then question 
well, and they will talk. 

Additional questions may be necessary for bringing out 
the fact that the answer to the third question in the first para- 
graph of questions shows that the grasshopper was simply fol- 
lowing her natural bent, and that children are superior to grass- 
hoppers; children may resist temptation toward idleness, but 
grasshoppers cannot. 

Draw out, if possible, that the story is not meant to show 
cruelty on the part of the ant any more than upon the part 
of a law of Nature. The ant merely symbolizes a great law, 
that of cause and effect ; if the people in the world cease to pro- 
duce food they must go without food; that is the rule which 
Nature applies, and it makes men work. 

Let each child tell the story. See Suggestions, L. 4, p. 5. 

Lesson 16 

Form, a new form, is the subject. 

Insist upon good, clean copying-work, whether on the board 
or on paper. Question concerning the period, the question 
mark, and capitals ; keep up a daily review of these forms. 

In preparing the pupil for the next lesson it would be well 
to read to the class some story or descriptive piece about ants.^ 

Lesson 17 

This is a combination lesson on form and content. Let 
the children talk about ants; about the different kinds they 
have seen, and about their habits. The ant and the grass- 
hopper story may be revived. Proverbs vi, 6-8, may be cited, 

1 Much matter may be found in Wright's Seaside and Wayside, Book Two, pub- 
h'shed by D. C. Heath & Co. 



Lessons 16-19] MANUAL OF SUGGESTIONS 13 

not only in praise of industry, but also of harmony as shown in 
the wonderful '' teamwork " characteristic of ants. But do 
not preach. Demand that oral expression be no less accurate 
than written expression. 

The children may read to the class their written sentences. 
In criticizing, always find something to commend ; and always 
tell why you commend and why you censure; show rules or 
reasons, else the work of criticism may be entirely wasted for 
the child. For correction of errors see, further. Suggestions, 
L. 2, p. 3. 

Lesson 18 

The work is that of very simple practice. Call attention 
to the manner in which the word surprised begins on p. 8, text, 
and ends on p. 9 ; also to the word grasshoppers in the 4th and 
5th lines of p. 11, text. Let the children find other such words 
in their reading books. 

The written work should be upon the blackboard, with the 
words divided at the margin of the board. Explain that hyphen 
means together, and that by its use two words or two parts of 
one word are shown to belong together. 

The work of writing the ten words at the close of the lesson 
is simple syllabication, for which words of more than two sylla- 
bles need not be used. Emphasize the fact that words of one 
syllable must not be divided. 

Lesson 19 

Follow the text. 

Did you ever see rolls made from Indian meal? Do you 
think a roll can roll? Can it be rolled? Was the dough 
rolled? Mill-er? Farm-er? Bak-er? Teach-er? Work-er? 
What does er mean in such words ? 
' Corn and horn may be compared if you think well. 

The children may read their sentences to the class. 

Read the next piece to the children, and give help on forms 
now, not to-morrow. See footnote under L. 15, p. 11. 



14 LESSONS IN ENGLISH [Section I 

Lesson 20 

To help the pupils in the memory work/ read the piece aloud 
to them, pausing at the commas, longer at the semicolons, 
and not at all at the end of a line where there is no comma; 
at such a point read straight through, as, " Making such a 
whirring sound flying," as though the word ^'flying " were a 
part of the preceding line. Do not burden pupils at this stage 
with any technical difference between comma and semicolon; 
rather bring out the practical difference by pauses in the voice, 
to which the attention of the pupils may properly be directed. 
The foregoing suggestions apply also to the verses in L. 21, 
and others. 

Who wrote the piece? (See title-page of text.) 

Call attention to whirring, an imitative word, a word repre- 
senting 2 a sound, as also humming in L. 22. 

Prolonging the sounds will interest the children in words : 
bang ! boom I rub-a-dub I chirp, cackle, roar. At night in the 
spring you hear a bird calling its own name ; what bird is it ? 

Lesson 21 

Here is the first copying of verse. 

For comma and semicolon, see Suggestions, L. 20. 

Avoiding technicalities, call attention to the alternate lines 
which by means of indention display rhyme in verse. In this 
respect compare with Lessons 19, 20, 22. 

Lesson 22 

The lesson shows a new form, the quotation marks. No 
doubt you drilled upon them for a few minutes yesterday, in 

1 "In memorizing a poem . . . much time can be saved by repeating the poem 
from beginning to end, and much wasted by repeating individual stanzas or lines. 
Make no mistakes in the first reading, for every mistake tends to repeat itself. Care 
should be taken to go slowly ; later repetitions may be the faster and surer because 
of early care and accuracy. ... In memorizing . . . repeal at increasing inter- 
vals . . . After an interval the effect of a repetition will be heightened." — 
Sand WICK, How to Study and What to Study. 

2 Consult the larger dictionaries for onomato poetic ; but do not use it. 



Lessons 20-25] MANUAL OF SUGGESTIONS 15 

preparing the children for this lesson. Quotation marks are 
those which have highest rank among forms of punctuation ; 
there is moral necessity for their use. Explain to the children 
the vice of plagiarism, and persist in fixing the habit of using 
quotation marks correctly. It is not too early to begin ; and it 
will never be too late to continue as long as the habit is not 
firmly fixed. 

Lesson 23 

Follow the directions in the text if possible. See Suggestions, 
L. 12, p. 9. 

In the writing, encourage the making of a variety of sentences : 
statements, questions, exclamations, and quotations. 

The children may read their sentences to the class. For 
criticism, see Suggestions, L. 17 and L. 2. 

Lesson 24 

Be careful in pronouncing doth; explain its meaning, if 
necessary ; say that a long time ago people said he doth instead 
of he does, and he hath instead of he has, and he saith instead of 
he says, etc. ; if you think it wise, refer to the Bible (Psalms 
X, 9, 13 ; Ixxiv, I ; Matt, vii, 7 ; vii. xvii, 25), but it may be as 
well merely to say that the word and others like it will be better 
understood later. 

If ifs becomes confused with its, explain the difference, 
and drill upon the two words ; and remember that the special 
purpose of the day's work is to teach the apostrophe. Show its 
use also in donH, doesnH, and other simple words. 

Lesson 25 

Which sentence is a statement? 

Which is an exclamation? 

Which is a question ? 

See Suggestions, L. 14, p. 11. 

Assign the next lesson. Give this question for thought : 



1 6 LESSONS IN ENGLISH [Section I 

Why did the Pilgrims leave England and come over to make 
homes in a wild country? 

Lesson 26 

Whatever teaching there is on form in this lesson is silent ; 
all the questions are upon content. Read with interest. See 
Suggestions, L. 4 and L. 15. 

Lesson 27 

The lesson is upon a new matter. Do not be tempted to 
go farther in this case than the text goes. Better use the 
blackboard. 

Lesson 28 

The lesson reviews the apostrophe and question mark, and 
extends the use of the comma. 

Why does the word summer in the verse begin with a capital ? 

For practice additional to that of the questions given, there 
might be writing names of days and of months, in anticipation 
of Lesson 37, which enlarges the practice. 

Lessons 29, 30, 31 

Concerning commas at the end of lines, see Suggestions, 
L. 20 ; comment may be made here, but reserve definite instruc- 
tion for L. 32, when comparison may be made. 

Who wrote the verses ? 

In helping on L. 32, explain if need be, that the colon (in 
the second stanza) means a longer pause. 

Induce the class to observe the varied indention. 

Lesson 32 

The lesson is strictly concerning content. See footnote under 
L. 15. Be exacting in regard to pronunciation. Why alway, 
rather than always? 



Lessons 26-36] MANUAL OF SUGGESTIONS 17 

Lesson 33 

Note that L. 32 is on content, and L. ;^^ on form, while 
Thanksgiving Day is a subject of both lessons. Remember 
that, if important forms are neglected in the lower grades, the 
pupil will be handicapped ever after. 

Lesson 34 

Crackle is a " sound-representing," or imitative, word. See 
Suggestions, L. 20. 

To each question get an answer from every child. 

In this lesson opportunity is given for written self-expression. 
The child who writes a sentence of his own about winter will 
put himself, his own thought, into that sentence. Encourage 
all individuality; endeavor to promote distinction in expres- 
sion. A pupil who writes his own thought in his own way will 
almost surely develop. Get each one, if possible, to express 
himself, not others. 

The children may read their sentences in class. 

Lesson 35 

In this lesson the use of the comma is further extended. 
Follow the text closely. See Suggestions, L. 29, 30, 31. 

Always look forward, both in the text and in these pages, 
and prepare the children for the next lesson. 

Lesson 36 

See Suggestions, L. 12. Question the class into realizing 
that hills, water, and ship should be differently colored; let 
each child choose his own colors. 

As to writing the sentences, it may be brought out that any 
sentence written on the illustrated paper should refer to the 
illustration. 

Give this question for thought: Why does Thanksgiving 
Day always come in the fall? 



l8 LESSONS IN ENGLISH [Section I 

Lesson 37 

See Suggestions, L. 28. If you have time, ask many ques- 
tions upon the written work. Make the child feel that he is 
trying, at least, and that his work has some importance in your 
eyes. Perhaps some of the children can tell when Christmas 
comes, and St. Valentine's Day, and St. Patrick's Day, and can 
give the number of days in the months, etc. 

Lesson 38 

See Suggestions, L. 4, L. 15 (especially the footnote), and 
L. 26. The oral questions relate to the content of the language 
used in the story ; form here is not stressed. The child should 
get the meaning of the whole piece, and the meaning of each 
sentence. Do not trouble here about forms. 

Lesson 39 

The work advances the use of the comma another step, its 
use after " yes.^^ The lesson also reviews the period, the ques- 
tion mark, and capitals. In every advance care should be 
taken that review work is properly done. 

Lesson 40 

Additional questions : Would you say. He do not ? She do 
not? We does not? It do not? 

Have each child read aloud many sentences showing donH 
and doesnH; he may make his own sentences. Oral practice here 
is better than written practice. 

In assigning L. 41, give a short review of L. 39. 

Lesson 41 

Dictate slowly. See Suggestions, L. 2, and L. 57. Guard 
against marking books ; see the blank in next lesson. 



Lessons 37-47] MANU.AJL OF SUGGESTIONS 19 

Lesson 42 

There is no harm in allowing substitutions for the printed 
address ; not everybody has an Aunt Mary. 

As to punctuation in some parts of letter writing, practice 
is not uniform ; the tendency of the day, however, is toward 
simplicity, and this book observes that tendency. No period, 
therefore, is needed after the signature, any more than one is 
needed after the name on a business signboard, or after the 
page headline LESSONS IN ENGLISH in the text. 

Add : Read the greeting. Read the body of the letter. Read 
the close. 

Exact thorough neatness in all letter-writing. 

Lesson 43 

See L. 38, text. See also Suggestions, L. 12, L. 23, L. 36. 
Give this question for thought : What kind of Christmas 
presents should one give ? 

Guard against marking books in L. 44 and 45. 

Lessons 44 and 45 

"Missis" in pronouncing, not "mistress." Never write 
Xmas. 
Add : Read the date ; the greeting ; the close. 

Lesson 46 

The work is oral, except for the three sentences at the close. 
Who wrote the verses? What does cosy mean? How long 
after Christmas is New Year? Ask any additional question 
upon content. 

Lesson 47 

For memory work, see Suggestions and footnote, L. 20. 
You may ,well add to the oral questions ; the children also may 
be encouraged to ask questions. 



20 LESSONS IN ENGLISH [Section I 



Lesson 48 

Insist upon neatness, and upon correct spelling. The work 
should show the results of previous teaching of forms, and guide 
you to the further drill needed. 

Lesson 49 

Here form, shown by the paragraph, is clearly dependent 
upon content ; you will not use such terms, of course, but you 
can guide the pupils to the thought by skillful questioning in 
regard to the weather : bad weather . . . stormy . . . cloudy 
. . . snowy ... all written about in a group of sentences — 
not a simple sentence but a family of sentences, not a family in 
shapes and words but a family in meaning, which is content. 

Guard against the marking of books in next lesson. 

Lesson 50 

Let each pupil read a sentence, and continue until all have 
read all. If the blackboard is used, have the sentences written 
in columns rather than in continuous lines. Much practice 
on such forms, oral practice, is necessary. See Suggestions, 
L. 40. 

In difficult forms, concert practice is sometimes very effective. 

Give this question for thought : What is a snowstorm good 
for? 

Lesson 51 

If you think it advisable, do not hesitate to substitute for 
the snowstorm any subject which you know is more familiar. 
Demand correct spelling. 

Lesson 52 
Require neatness. 

Add the following demands : Read the date. Read the body. 
Read the close. 



Lessons 48-55] MANUAL OF SUGGESTIONS 21 

Before assigning the next lesson, you should not only have 
read Emerson's '' Titmouse," but should have studied it, so 
that you can tell the fine story with spiritual effect. 

Lesson 53 

If the children do not know the chickadee, they very likely 
know the titmouse, or tomtit. 

Talk also about other birds; the jay, the mocking-bird, the 
crow, the sparrow, or whatever birds are best known. 

Who wrote the piece ? 

Why is there no varied indention of the lines ? 

Explain " old passenger," and tell in simple language the 
story of Emerson's " Titmouse." 

Demand clear enunciation. 

Lesson 54 

To the subjects given for writing, add a farm, or an orchard, 
or a pasture, or the woods. 

On self-expression, see Suggestions, L. 34. 

Exact neatness and correctness in spelling. 

In assigning the next lesson, call attention to the poem on 
pp. 124-125. 

Lesson 55 

The work is oral, except for the three sentences at the 
close. 

Induce observation of the varied indention. See if any one 
can tell what rhyme is. Encourage search for other rhymes; 
another for ground, for leaves, for hid. Do hid and bread rhyme 
well? done and gone? Explain poetic license without using 
hard words. 

Add questions to those of the text; induce the children 
to talk about birds, but keep steady control of the exercise, 
lest it become frivolous and noisy. 



22 LESSONS IN ENGLISH [Section I 

Lesson 56 

See Suggestions for L. 43, L. 36, L. 23. 

What other birds peck wood? Why do they do so? How 
does the woodpecker use his tail ? Is it right to kill such a bird ? 
Is it right to kill any bird ? 

Give this question for thought : Do crows, or any other birds, 
tell one another anything ? 

Lesson 57 

Dictate connectedly, thus : This morning . . . the crows 
. . . made such a noise ... in the old pear tree . . . that we 
ran to see . . . what was the matter. 

See Suggestions, L. 2. 

Require correct spelling and neatness in writing. 

Lesson 58 

See footnote under Suggestions, L. 15. 

Before reading, tell about the lamplighter of old. Show 
picture on p. 32, and show the poem, L. 62, which the children 
are soon to learn. 

Guard against mere verbal repetition in story-telling. See 
Suggestions, L. 4. 

Lessons 59, 60, and 61 

In each lesson the work is oral, except for the three written 
sentences at the close. 

Follow the text, but add questions. 

Note varied indention. 

If time permits, ask for rhymes. 

Add oral questions ; e.g. : 

59. What makes the field white? 

Why did the flowers die? 

Have you seen candles at home ? 

What are candles made of? 
On self-expression, see Suggestions, L. 34. 



Lessons 56-66] MANUAL OF SUGGESTIONS 23 

60. Can a star come through clouds ? 
Were you ever in a storm? 
Who is meant in " she sings " ? 

61. What are daisy chains? 

Do you think sparrows have dreams ? 
Did you ever see a dog act as though he was dreaming? 
Why should one shut one's eyes to hear singing ? The next 
time you hear good music, close your eyes and listen. 

For the next lesson, show who Leerie is ; explain take the win- 
dow and posting. 

Lesson 62 

First, test the work of the children in memorizing the poem. 
Then ask the questions. 

Who wrote the piece ? 

Note unvaried indention. 

In papa's, rhythm requires accent on second syllable. Look 
up the pronunciation of the word. 

Additional questions may be asked concerning fire and light, 
matches, oil, etc. ; but none upon forms. 

Lesson 63 

For dictating, see Suggestions, L. 57. For the paragraph, 
see Suggestions, L. 49. 

Lesson 64 

In reading over the children's sentences concerning what they 
wish to do, show sympathy rather than amusement. 
See Suggestions, L. 34. 

Lesson 65 

See Suggestions, L. 23. 

Lesson 66 

On the blackboard write the sentences separately, not as a 
paragraph. Drill carefully on the four forms. 



24 LESSONS IN ENGLISH [Section I 

Suppose one should say : " This is for I." " This is for he." 
Would such speech sound right ? 

Stand at the board and write the sentences with " between," 
*' from," etc., as the children give them orally, the class correct- 
ing errors. 

Have much oral practice. See Suggestions, L. 40. 

Oral practice in concert may be advisable. 

Lesson 67 

See Suggestions, L. 57. Be exacting in regard to punctu- 
ation marks. Drill, if drill is needed. 

Give this question for thought : What makes spring come 
once a year? 

Lesson 68 

Previous to the writing, draw out the children's thoughts 
concerning flowers, birds, etc., in order to impress beauty and 
kindness. 

Practice reading aloud the piece in L. 69 ; you may discover 
some rough places which you can make smoother for the chil- 
dren. 

See Suggestions, L. 34 and L. 80. 

Lesson 69 

Guard against the mere repetition of words in story-telling. 

See Suggestions, L. 4 and L. 15. Ask additional questions, 
if they seem needful; but none concerning mere form. See 
footnote under L. 15. 

Give help on the next lesson. 

Guard against the marking of books. 

Lesson 70 

Encourage personal expression in the letters. 
Explain that a " short letter like this " does not mean a 
letter exactly like it, but a letter that is like it in length. 
Let each pupil answer all the questions. 



Lessons 67-74] MANUAL OF SUGGESTIONS 25 

Lesson 71 

Follow the text. Notice that the questions concern mean- 
ing, or content. You may explain that Lo means Look; per- 
haps some pupil is able to find the word in the dictionary. 
Get the children interested in words, not as mere forms, but as 
representatives of thought. How can you do it? Study and 
think, and seize every opportunity. 

Lesson 72 

One is supposed to ask the question contained in the first 
three lines, and to receive as an answer the remainder of the 
poem. 

Recall L. 69. 

What causes the weather to change? Is there any land 
where the weather does not change? What good does cold 
weather do? What good does snow do? What plants grow 
in cold regions better than in warm lands ? 

Lesson 73 

Explain about. 

In what lands do oranges and figs grow? Explain that the 
weather signs may not be the same for New England and other 
parts of the world. 

What good does warm weather do? What plants grow in 
warm regions better than in cold countries? What good does 
rain do ? Does the rain always come when the east wind blows ? 

Lesson 74 

" Fair weather bringer " means bringer of fair weather. 

Suppose the weather should always be fair hereafter, what 
would happen in consequence? 

"It is an ill wind that blows nobody good." What does 
that mean? 



26 LESSONS IN ENGLISH [Section I 

Tell about something that is always helpful and never harm- 
ful. Tell about something that is always harmful and never 
helpful. Can you tell about something that is neither help- 
ful nor harmful ? 

Give this question for thought: What makes the wind 
change ? 

Lesson 75 

See Suggestions, L. 23. 

Additional sentences about clouds and birds should not be 
forbidden. 

Lesson 76 

In examining the papers written for this lesson, you have 
opportunity to see whether any child has an inclination toward 
cruelty; and you will endeavor to correct it hereafter. 

Assign L. 77, as a lesson upon the picture above ; let the pic- 
ture be drawn, but with much blacker clouds. 

Lesson 77 

The dictated sentences may be assumed to refer to the pic- 
ture. 

If time allows, drill on review of punctuation. 

Guard against the marking of books in the next lesson. 

Lesson 78 

Habit comes from use. Drill. 

Give much oral practice. See Suggestions, L. 40. 

Lesson 79 

See Suggestions, L. 15. 

The motive of the story is to encourage kindness and sym- 
pathy. The oral work may be amplified at will, with the idea, 
first, of freeing the children of embarrassment, so that they can 
express themselves naturally and freely; second, that they 
may benefit in character through the substance (not the words) 



Lessons 75-82] MANUAL OF SUGGESTIONS 27 

of what they learn. It may not be wise to press a moral; 
usually moral literature impresses itself. 

The next lesson may be assigned after the children talk about 
the birds they have seen ; a child may write about one bird or 
different birds. 

Lesson 80 

The result should be varied and very interesting. If proper 
stimulation toward self-expression has been previously sup- 
plied, there should be revealed individualities, in the cultivation 
of which you will find wonderful demands upon your powers. 
Give honest effort all praise; be chary with blame. 

See Suggestions, L. 34. 

Lesson 81 

Compare the it's in the sentence with the its in the fourth 
line of p. 40, text. 

See Suggestions, L. 82, and prepare the children for making 
sentences which they will dictate to-morrow. 

The writing may be about a snail, a lizard, a snake, or some 
insect. Bring out differences between reptiles and quadru- 
peds, etc. 

Lesson 82 

Written practice is what is needed, for the written form is 
distinct from the sound form, especially in too and two} In 
this case, written form depends upon content, while sound 
form does not. The meaning of the word determines its spell- 
ing but not its sound. 

After your dictation have each pupil dictate a short sentence, 
e.g., "I am going too." ''Are you going to the circus?" 
" Two boys are playing marbles." 

Brief rapid work may follow in oral sentences, the children 
by turns being asked to spell the doubtful words given, as : 

1 The sound of to in a sentence is not identical with that of loo. 



28 LESSONS IN ENGLISH [Section I 

John worked two days. 
Henry did too. 
George went to sleep. 
Mary went to sleep too. 
The children may be encouraged to suggest homonyms, as 
here and hear^ our and hour^ no and know, would and wood. 

Lesson 83 

Give help on sub-topics for the sentences : color, size, habits, 
etc., of the bird. 

Ask some pupil to write a sentence which will tell why the 
robin likes to see digging and plowing. The poet no doubt 
had in mind the European bird; but the children may write 
about the American robin, which also will follow the plowman 
as he makes the furrow. 

Lesson 84 

Follow the text as nearly as possible. 

Questions for thought : Why are not cowslips (marsh mari- 
golds) found in December ? 

Lesson 85 

By giving some of the pupils narrow sheets of paper, or by 
ruling the slates in longitudinal columns, more hyphens will 
show. There may follow such questions as : Why did she put 
a hyphen in mornings while he did not? Are both of them 
correct ? 

Assign the next lesson. Tell about ancient observances of 
May Day. 

Lesson 86 

Questions should apply first to the content of the sentences. 
In questioning upon forms, the child who has made a mistake 
should not be named. 

See Suggestions, L. 34 and L. 80. 



Lessons 83-91] MANUAL OF SUGGESTIONS 29 

Lesson 87 

See Suggestions, L. 4. 

Before you read, let the children understand that they are 
going to tell the story afterward, but that they must use their 
own words. 

Get to the children the idea — without saying so — that 
carelessness is the subject. 

After the story-telling, talk about the next lesson. 

Lesson 88 

Carelessness is again the subject. Question on how to pre- 
vent carelessness. 

Individuality of oral expression should be encouraged no less 
than independence in writing. See Suggestions, L. 34 and L. 80. 

For the next lesson, give choice between going fishing and 
going after berries or flowers, etc. 

Lesson 89 

In examining the letters, consider both content and form. 

For the next lesson point out the couplet rhymes ; such will 
help memorizing. Talk about the numerous smiths and 
Smiths; the world is a working world. 

Give this as a question for thought: Which is the most 
useful metal? 

Lesson 90 

Let one or two children recite. Then let all write the piece 
from memory. 

For help in studying the next lesson, refer the children to 
L. 24, text. 

Lesson 91 

The old rhyming riddle may prove interesting : 

What shoemaker makes shoes without leather, 
With all the four elements put together : 



30 LESSONS IN ENGLISH [Section I 

Fire and water, earth and air? 
Every customer has two pair. 
How does air enter the work? (The bellows.) The earth? 
(Iron.) The water? (Used for cooling hot iron.) 

Lesson 92 

Follow the text. The lesson should be entirely conversa- 
tional. 

In preparation for L. 93, look up shuttlecock] etc. 

Lesson 93 

Observe the indention of the third and sixth lines and their 
rhymes. 

The work is oral except for the three sentences at the close. 
See Suggestions, L. 34. 

Lesson 94 

Other questions might be : 

What do rabbits eat ? What was this rabbit hunting ? Why 
should an Indian fancy that a rabbit would have a bow and a 
knife? Do rabbits like the hot sunshine, or do they prefer 
shady places ? Do they roam at night ? 

As to story-telling, see Suggestions, L. 4. 

Lesson 95 

Drill again on the difference between Ws and its. (Mistakes 
in the use of these two words are frequent in print.) 

In assigning L. 96, explain the words and thoughts in the 
poem. 

Lesson 96 

What is the local variation of the game? It may be " Hide 
and Go Seek " or " Ten, ten, double-ten, forty-five and fifteen," 
etc. 

Guard against the marking of books in the next lesson. 



Lessons 92-100] MANUAL OF SUGGESTIONS 31 

Lesson 97 

The variety of letters written will give ample material for 
interest. 

See Suggestions, L. 34 and L. 80. 

Lesson 98 

Again drill on ifs and its, as well as on they're and there. 
See Suggestions, L. 82. 

Give oral drill, as well as written dictation. Also require 
original sentences illustrating the words. 

Lesson 99 

See Suggestions for L. 12. 

Explain words in the next piece. 

Give this as a question for thought : What does the flag mean ? 

Lesson 100 

Many questions may be asked ; perhaps, however, a better 
way is for the teacher quietly to show the real meaning of the 
flag ; having done this, she may extend the thought to embrace 
all the world : the thought of " many in one." 



SECTION II 

The teacher who has not used Section I should read carefully the sugges- 
tions for that section. 

Lesson 1 

You may take one of three courses : 

i. Prepare a talk that will clearly give the children all the 

ideas in the lesson, 
ii. Elicit the interest of the children and induce them to ask 

questions upon all points that are not clear, 
iii. Combine both plans given above. 

The principal purpose is to impress the power of habit and 
the desire to form the right habits in regard to speech. 
In the " Exercise," lead the children to commit themselves 
strongly in favor of : 

a. A full vocabulary, as opposed to " one or two words." 

b. Ability to give full and correct expression of thought, 

rather than power to '' talk but little and make mis- 
takes." 

c. The accurate use of words, as opposed to " calling things 

by wrong names." 
Assign the next lesson ; read it aloud, and explain anything 
that needs explanation. 

Lesson 2 

Correlated with the language purpose, the story purpose is 
to teach cheerfulness. 

You will know other stories to tell the children: there is a 
good one about the two well buckets — the one going down 
always in a bad humor because it cannot stay up, and the one 
coming up always in a good humor because it cannot be kept 
down. 

32 



Lessons 1-4] MANUAL OF SUGGESTIONS 33 

In the reading require correct pronunciation. ' 

As to criticism, see Suggestions, Sec. I, L. i, 2, 17. 

See Suggestions, L. 4, Sec. I. Note especially that what 
the children must tell is not the phrasing of the story, but the 
thought in it. Guard against mere verbal repetition, more to 
be feared here than in oral reproduction in the lessons in Sec- 
tion I, for those lessons were " read by the teacher," while this 
lesson is read by the children orally. 

Assign the next lesson, and give help on it. At the end of 
every recitation, give help on the next lesson. 

Lesson 3 

See Suggestions, L. 49, Sec. I. 

Have the pupils memorize the rule. (But see remark on 
Lesson 42, Sec. II.) 

Look forward to L. 11, the first picture lesson of the kind, 
and prepare for it. Procure a striking but simple picture, say 
of birds, beasts, flowers, or other interesting subject; and get 
the children accustomed to asking and answering very simple 
questions concerning what they see. Such work, if only two 
minutes a day be given to it, should open the way for the more 
serious exercises. 

Continue to drill on capitals and on punctuation marks; 
even if no new pupils have entered, remember that habit 
comes from practice. If vacation has intervened between 
Sees. I and II, there will be greater need for review practice. 
See L. 20, Sec. II. Every twentieth lesson is for review work. 
You will make such review lessons very easy if you will prepare 
for them by frequent drilling. 

Remember to give help on the next lesson. 

Lesson 4 

The stories may be read in class by the children. 
Exact neatness and correctness in spelling. 



34 LESSONS IN ENGLISH [Section II 

Be especially cautious in criticizing form now when the 
expression of content is the purpose. 

For correcting papers, develop that plan which will do the 
work well without being too great a burden. The grade 
teacher's plan may not be that of the rural teacher who, in one 
room, has charge of many classes of many grades. For the 
rural teacher it is best to train the children to do much of their 
own correcting after exchanging papers; in some cases an 
older pupil may help in seeing that the corrections have been 
made. Remember that neglect to correct written papers will 
very soon cause the children to feel irresponsible; the work 
must be done, and in the best and most economical way possible 
in each school. 

The rural teacher will necessarily give her class much oral 
work, and such writing as cannot be dispensed with. She will 
herself serve at the board many times in order to relieve herself 
of the burden of correcting papers. 

Lesson 5 

If time allows, give sentences for practice. Dictate them 
and have the marks and capitals put in after the words shall 
have been written. Such work may be done on the black- 
board, the teacher writing, and correcting for the class; thus 
the correction of papers may be avoided. 

Guard against the marking of books in the next lesson. 

Lesson 6 

Follow the text closely. The work may be entirely oral, 
the " five other sentences " being given in turn by members of 
the class and subjected to oral correction on the spot. Much 
of the value of such work, however, depends on maintaining 
the unflagging interest of the children. 

For correcting errors of speech, see Suggestions, L. i, 
Sec. 1. 



Lessons 5-10] MANUAL OF SUGGESTIONS 35 

Lesson 7 

See Suggestions, L. 82, Sec. I. In the writing, let the children 
work at the blackboard. 

In assigning Lesson 8, ask why the comma is placed after 
merry, and why the apostrophe is in boy^s. Explain the apos- 
trophe in o'clock. 

Give this question for thought : Which of the animals is 
most attached to people, and why ? 

Lesson 8 

Let the children read aloud. In assigning this lesson, you 
have probably questioned concerning forms. See Suggestions, 
L. 15, Sec. I, especially the footnote. Note carefully any 
error, so that you may correct it hereafter in drill. 

Question upon the content of the piece. 

Guard against the marking of books in the next lesson. 

Lesson 9 

No information will be needed to bring out the idea that the 
subject is the virtue of protecting the weak. 

In copying, insist upon exact reproduction. 

Warn against bad spelling, which here would be due to very 
blamable carelessness. 

The papers may be exchanged and corrected by the pupils 
in class. 

Always remember to give help on the next lesson. 

Lesson 10 

Follow the text closely. 

The work of the pupils may be entirely oral, if you will re- 
produce their sentences on the blackboard. 

Reject an incorrect sentence and demand another. 

Drill much on / don't, He doesn't, etc. See Suggestions, 
L. 40, Sec. I. 



36 LESSONS IN ENGLISH [Section II 

Lesson 11 

This is the first picture lesson. 

Question orally. The questions given in the text are suffi- 
cient for the normal child. 

Which shows the greater anxiety ? 

Let the children ask additional questions if they wish to do so. 

Before the children write, get them to tell the story orally. 
Let there be three parts: (i) about the child; (2) about the 
dog ; (3) about the child and the dog. 

The main purpose is to continue to develop skill in oral 
expression. 

After the children have succeeded in giving an oral story, 
let them write. 

In oral work, always require correct pronunciation, and in 
written work always require correct spelling and punctuation, 
as well as neatness. 

Lesson 12 

The work is mainly oral in class, with books open. Follow 
the outline. 

Let the children write at the blackboard. 

Prepare the class for an understanding of the next lesson. 
" Right order " must be made very clear; e.g., " You did go," 
and " Did you go? " See text, L. 17, p. 65. 

Lesson 13 

The work is oral, except at the close. 

Follow the text. Give illustrations of clearness and its lack ; 
e.g. : " We eat all the tomatoes we can, but we can more than we 
eat ; " " The berries were in baskets which we sold ; " ''I only 
saw John and his father ; " ''I saw only John and his father." 

The definition and the rules should be memorized. 

The text supposes that the season is autumn. See Sugges- 
tions, L. I, Sec. I. 

Use the blackboard and correct in class. 



Lessons 11-17] MANUAL OF SUGGESTIONS 37 

Lesson 14 

Follow the text. With the three sentences placed on the 
board, the work becomes entirely oral. The words Mary, 
Julia, Sally, followed by a period or a colon, may precede, re- 
spectively, the sentences, as in dialogue. 

Question the individual pupils. 

The rules should be memorized. 

Prepare class for the next lesson, but demand no writing be- 
fore recitation. 

Give this question for thought : Of what use is studying ? 

Lesson 15 

The piece is read aloud ; discussion may follow ; then books 
are closed and the children write. 

For the next lesson, provide, if possible, pictures of an elf, 
a toadstool, and a dormouse. Warn the children against 
toadstools ; do not let one be brought to class. 

Lesson 16 

The poem may first be studied according to the questions. 
Add: What does /e^/ mean ? lamented? 
Let the rule be committed to memory. 
Show pictures provided. 

Warn against mistaking a toadstool for a mushroom. 
Call attention to alternate rhymes. After the poem is fully 
treated, let it be read aloud. 

Then it may be committed to memory. 

See Suggestions, L. 20, Sec. I, footnote ; L. 7, Sec. I. 

Lesson 17 

Follow the text closely ; the lesson is full. 
Let definition and rules be committed to memory. 
In the writing, use the blackboard preferably. Reject a ques- 
tion with which one child virtually repeats another's question. 



38 LESSONS IN ENGLISH [Section II 

See Suggestions, L. 13, Sec. II. 

Never forget to help upon the next lesson. 

Lesson 18 

This is a talking lesson, with books open. " Mary may tell 
where the first sentence ends." " How do you know it ends 
there?" ''John may tell where the second sentence begins 
and ends." " The beginning of the fourth sentence, George 
may show," etc. 

What does less mean in spotless? in harmless? in fearless? 
in useless? 

Encourage the use of the dictionary. 

For correcting errors of speech, see Suggestions, L. i, Sec. I. 

Lesson 19 

The lesson should be entirely oral. Much more drill can be 
given orally than in writing, and correct oral habits will be car- 
ried over into the written work. 

Give help on the next lesson. See Suggestions, L. 60, Sec. III. 

Lesson 20 

The formal review may prove difficult unless there have been 
frequent review questions in anticipation. Remember that the 
reviews come at every twentieth lesson ; prepare for them by 
almost daily work on whatever is not well mastered. If you 
plan to relieve your work as much as possible of burdensome ex- 
aminations of papers, you will make much use of the blackboard. 

The first six demands may be met orally ; 7, 8, 9, 10, may be 
placed on the board, numbered ; the pupils should write their 
answers and number them correspondingly. 

Encourage neatness. 

Lesson 21 

It would be possible, by the use of the blackboard, to drill 
the class orally throughout this lesson, but since it largely 



Lessons 18-26] MANUAL OF SUGGESTIONS 39 

concerns forms, and will help very much in preparing for the next 
Review, Lesson 40, it will be better to have the pupils write. 

Let the rules be memorized. 

The papers may be exchanged. 

Guard against marking books in the next lesson. 

Lesson 22 

Follow the text closely. When the papers are written, let 
the children exchange them, and each correct another's paper 
as the correct forms are being written on the board. 

In assigning the next lesson, explain the difference between 
a general rain and a local rain. 

Give this question for thought : What makes the rain ? 

Lesson 23 

In this picture lesson no writing is required. The questions 
may be amplified : What does local mean ? Why are the 
children not at school? What is the time of year? Is there 
more than one way of telling ? Where do you think the sun is ? 

See Suggestions, L. 11, Sec. II. 

Guard against marking books in the next lesson. 

Lesson 24 

See Suggestions, L. 22, above. 

The definition and the rule should be memorized. 

Require neatness. 

Lesson 25 

The first half of the lesson may be oral with books open. 
See Suggestions, L. 2 and L. 98, Sec. I. 

The writing is at the seats ; it consists of a paragraph, not 
of isolated sentences. 

Lesson 26 

The lesson may be entirely oral, except for 6 and 7. But see 
Suggestions, L. 21, Sec. II. 



40 LESSONS IN ENGLISH [Section II 

The rule should be memorized. 

In 2 and 3, separate the items and call upon different 
pupils. 

Require correct pronunciation, spelling, and punctuation. 

Lesson 27 

The work is oral. The story belongs to the general type of 
stories about " The Wise Man of Gotham," and is intended to 
be mildly amusing. But point out that animals really are 
wiser than men about some things. Don't be afraid to let the 
children laugh, if they think the story amusing. 

Another story might be drawn from the bee and the hunter, 
or from a horse's knowing the direction to water or to his 
stable, when the rider does not. Waterfowl sometimes indicate 
to fishermen where to fish. 

Be cautious with criticism. See Suggestions, Sec. I, L. i, 
2, 17. 

For story-telling, see Suggestions, L. 2, Sec. II. 

Lesson 28 

Follow the text. The work is good drill in paragraphing, 
punctuation, and capitals. 

Lesson 29 

Follow the text. Remember that before the close of each 
recitation the way should be prepared for the next. 

Lesson 30 

If you choose, the lesson may be entirely oral. The ten sen- 
tences showing at and to, however, are good for the blackboard. 

Depend upon practice more than upon definition or expla- 
nation. 

Give this question for thought: What is good conduct in 
school ? 



Lessons 27-35] MANUAL OF SUGGESTIONS 41 

Lesson 31 

The lesson is entirely oral. Here is the first formal instruc- 
tion given upon the subject, but the children know much of it 
already. They also know the meaning of plus and of single. 

The rule should be committed to memory and drill should 
be had on words that require es. 

Lesson 32 

See text, pp. 13, 41, 45. 

The lesson may be entirely oral, except for last sentence 
(p. 75). The five sentences may be on the board, or may be 
used with books open. 

The children are now ready to be told that in all cases the 
apostrophe means omission — that John's dog, for instance, is 
a new and short way of writing Johnes dog — es being the old 
ending of the possessive. 

The rule should be committed to memory. 

Guard against the marking of books in the next lesson, and 
in L. 35. 

Lesson 33 

Follow the text. The lesson shows the necessity for frequent 
reviews of forms. Require neatness. 

Lesson 34 

For Germany, see p. 230, text; for a little concerning Eng- 
land, see p. 235. This is a conversation lesson. Require cor- 
rect pronunciation and use of words. 

Lesson 35 

The lesson drills on plurals and possessives. 
The first half of the lesson is oral, with books open. 
With books closed, ask for rules. 

Children then open books, write the sentences i to 5, and 
supply the marks; then they write the five other sentences 



42 LESSONS IN ENGLISH [Section II 

demanded. Do not permit the children to fill out, with pencil 
marks, the blanks in their books. 

Lesson 36 

See Suggestions, L. 2, Sec. I. 

The dictation to-day must be more careful than ever. 

Let papers be exchanged. 

For the next lesson be sure that the children understand the 
words — such as twirling, whirling, cosy, shriek, boughs, drowsy y 
cuddled. 

Explain the apostrophe in 0' day. 

Note that the compound word half-shut shows another use 
of the hyphen. 

Lesson 37 

Observe the indention according to rhyme. 

Find rhymes for boy, girl, man, dove, etc. 

The piece is a fine reading lesson. In getting the merit of it, 
time will be well spent. 

Give this question for thought : What good does the wind 
do? 

Lesson 38 

Follow the text. This is a conversation lesson. The ques- 
tions may be asked individually ; the telling at the close should 
be by all, one at a time. 

For correcting errors of speech, see Suggestions, L. i. Sec. I. 

Lesson 39 

The work may be entirely oral; however, the three sets of 
five sentences may be written by pupils on the board with 
profit. 

Insist upon careful pronunciation of than and then. 

Give help on the next lesson. See Suggestions, L. 60 and 
L. 80, Sec. II. 

Guard against the marking of books in the next lesson. 



Lessons 36-44] MANUAL OF SUGGESTIONS 43 

Lesson 40 

This review lesson will be easy work if the class has had suffi- 
cient practice in such work as is presented. 

Write the questions on the board, numbered; and have the 
pupils number their answers correspondingly. 

Lesson 41 

See text, Sec. I, L. 22 and L. 67. 

Follow the text. 

The definition is to be memorized. 

In I , the pupil called upon may make an oral statement ; for 
instance, Mary gives as a statement, My pencil is dull. The 
class, then called on to use Mary's statement as a direct quota- 
tion, will write : Mary said, ^' My pencil is didl,^' and so on. 

Use 5 and 6 as oral work. 

Lesson 42 

The work is at first oral, with books open ; afterward the 
pupils write. 

It is far more important that the children should know how 
to apply the rules than that they should memorize them. 

Follow the text closely. 

Require neatness. 

Lesson 43 

With books open, refer to sentences i to 10 in L. 42, above, 
and draw out that in i, 3, 5, 9, the question mark separates; 
that in 2, 4, 6, 7, the comma separates; and that in 8 and 10, 
the exclamation mark separates. Then close books and dic- 
tate I, 2, 4, 10, and compare with text. Then follow text of 
L. 43. See Suggestions, L. 41, Sec. 11. 

Lesson 44 

Let the children read aloud ; then follow with conversation. 
Content, or meaning, is the motive. Let the forms — quota- 



44 LESSONS IN ENGLISH [Section II 

tions, capitals, punctuation, paragraphs — make their own im- 
pression. See that the pupils get the content and help them to 
enjoy the story. 

Lesson 45 

Now comes a lesson of practice in forms ; but the forms here 
are dependent upon the content. The sentences will test the 
pupil's knowledge of what has been taught. After the sen- 
tences have been written, the papers may be exchanged, and 
corrections made. See Suggestions, L. 22, Sec. II. 

Give this question for thought : What makes the sun rise, 
or seem to rise? 

Lesson 46 

Follow the text closely. The demand for ten sentences at 
the close may be fulfilled both orally and in writing with profit ; 
omit the writing rather than the oral work. " I seen," '' I 
have saw," etc., must be drilled out of the children's speech by 
constant oral practice, formal and informal. 

Lesson 47 

See L. 39 and 41, Sec. I, text. 
The work is oral except for the last demand. 
Follow the text generally. Add to the questions; make 
them individual. 

Never neglect giving help on the next lesson. 

Lesson 48 

Let the children read orally in class ; and then let them put 
away their books and write. 

Guard against the marking of books in L. 49, 51, and 52. 

Lesson 49 
See Suggestions, L. 11, Sec. I. 
The recitation may be entirely oral. 
The sentences under 6 may well be placed on the board. 



Lessons 45-54] MANUAL OF SUGGESTIONS 45 

Lesson 50 

Only the last demand calls for writing, which may well be 
on the board. 

To " show that each of the forms is correct " is to cite the 
statements (given above in the text) that with have and had the 
words known, blown, etc., are the correct forms to use. Usage 
has determined these facts, and there is no other authority. 

For correcting errors of speech, see Suggestions, L. i. Sec. I. 

Lesson 51 

See Suggestions, L. 39, 41, Sec. I, and 47, 49, Sec. II. 
The work may be oral except for the last five sentences. 

Lesson 52 

In the first (oral) part, added questions might be : Why put 
a comma between the day and the year? Why put a decimal 
point between a whole number and a decimal number? 
June 2 19 19 means what? 

The writing under 5 and 6 should be done from dictation, 
with books closed ; this work may be amplified at will. 

Require neatness and correctness in spelling. 

Lesson 53 

See text, p. xiv, line 7 : " condensing and expanding." 
The child is bidden to see whether he can improve upon the 
description. Let him condense or expand or originate entirely. 
Guard against repeating the phrases of the text. 

Lesson 54 

For story-telling, see Suggestions, L. 2, Sec. II. 

Almost all children have seen some one look for his spectacles 
when they were all the time on his nose. Develop this and 
similar incidents. 

Require correct usage and pronunciation. 



46 LESSONS IN ENGLISH [Section II 

Lesson 55 

Follow the text. The first work is oral, or, with books closed 
you may call upon children, one at a time, to write on the board 
the abbreviation for a day or a month. Be careful about spelling. 

Ask the meaning of brief; of brevity. 

The work from i to 7 may well be done on the board. 

Give this question for thought : What does the number of a 
year tell? 

Lesson 56 

The work is oral. Drill much, in oral sentences given by the 
children themselves, on isn't and aren't. See Suggestions, L. 40, 
Sec. I. 

Announce that each pupil is expected to follow good usage 
in such speech hereafter, and see that they do so. 

Lesson 57 

Any pupil may be permitted to write about something done 
on another day. The direction in the text is not intended to 
be restrictive, but helpful, as Saturday's doings may be so 
readily recalled. 

See Suggestions, L. 34 and 80, Sec. I. 

For capital letters in titles, see under Additional Material, 
pp. 295-296, text. 

Lesson 58 

Follow the text. The rural teacher may explain references 
to city customs. 

For rat-tatting, see Suggestions, L. 20, Sec. I. 

Lesson 59 

Except for the demand at the close, the work is oral. Much 
oral practice on these forms will be required. See Suggestions, 
L. 40, Sec. 1. 

Do you lay things on the table, or lie them on it ? (See text, 
p. 100.) 



Lessons 55-65] MANUAL OF SUGGESTIONS . 47 

Do you sit things on the table, or set them on it ? 
Give help on next lesson. See Suggestions, L. 79 and 80, 
Sec. II. 

Guard against the marking of books in L. 60, 61, 62. 

Lesson 60 

The reviews, one for twenty lessons, will prove troublesome 
unless you give review work as you go along, drilling every 
day or two on forms that need practice. The work is in writ- 
ing; after careful examination, the pupil should be required 
to make all corrections needed. 

See Suggestions, L. 40, Sec. II. 

Lessons 61 and 62 

Follow the text. In the written work, require neatness. 

Lesson 63 

See Suggestions, L. 2, Sec. II. 

In telling the story, the pupils will first have practice in get- 
ting the content of the story ; second, they will have practice 
in expression. The purpose of the lesson, therefore, is two- 
fold: (i) thought-getting, (2) thought-expression. 

Encourage departure from the words of the piece. 

Require correct usage of words and correct pronunciation. 

Lesson 64 

For proper manner of dictating, see Suggestions, L. 2 and 6, 
Sec. I. By this time the class has had sufficient practice to 
justify more rapid dictation. 

Lesson 65 

Add work upon any names that are of immediate interest, 
e.g., Co. for county, R. for river. Impress upon the pupils that 
an unknown abbreviation should not be attempted; that the 
full word should be written. 



48 , LESSONS IN ENGLISH [Section II 

Lesson 66 

Many oraJ questions may be asked before reaching the 
*' Written Exercise," which will be well or poorly done ac- 
cording to the success in questioning. Remember that it is 
always correct to write a full word ; it may be correct to write 
an abbreviation. Never write Xmas ; it is contrary to good 
usage to do so. 

Correct spelHng should be required. 

Lesson 67 

See L. 56, p. 90, text. 

Drill is the only way to impress the facts of usage; yet it is 
well to induce the pupil to note how cultivated persons speak ; in 
fact, such observation, if at all persistent, may be classed as drill. 

See Suggestions, L. 59, Sec. II. 

Guard against the marking of books in L. 68. 

Lesson 68 

Follow the text. In giving help on the next lesson, take care 
of the pronunciation. 

Give this as a question for thought : How do bluebirds know 
how to make a nest? 

Lesson 69 

Follow the text. Rhyme-making may be carried further. 

Lesson 70 

Follow the text closely. The work may be entirely oral; 
insist on the sound of the last s in besides. 

The class may be asked to tell other words that need careful 
discrimination. 

Lesson 71 

Directions for the substance of the letter are designed to be 
helpful; commend a pupil who shows independence and indi- 
viduality. 

Guard against the marking of books in L. 72. 



Lessons 66-78] MANUAL OF SUGGESTIONS 49 

Lesson 72 

Follow the text. The work may or may not be entirely oral. 
In all written work require correct speUing, correct usage, 
correct punctuation, and neatness of form. 

Lesson 73 

See pp. 95-96, text. The pupil who mistakes as to fact 
may not be the poorest as to expression. The work is at first 
oral. 

Lessons 74 and 75 

Follow the text. 

Lesson 76 

See Suggestions, L. 34 and 80, Sec. I. 
Guard against the marking of books in L. 77. 

Lesson 77 

An abbreviation shortens one word ; a contraction shortens 
a word and joins it to another. As a rule, abbreviations are 
not pronounced as written, while contractions are ahke for 
tongue and pen. Mrs. is pronounced Missis. Gen. Grant is 
pronounced General Grant; and if a person calls Dr. Jones, 
Doc, he utters slang. 

Give help on the next lesson. 

Give this question for thought : Could a child learn as well 
by studying at home as by going to school ? 

Lesson 78 

At first choose a good reader, who will read all the narrative 
parts, pausing before each quotation, which will be read by the 
pupil who takes the part of the animal speaking. Follow the 
text and instructions closely ; but supply the speeches (omitted 
in the text) of the caterpillar when the rhinoceros and the 
elephant appear. 



50 LESSONS IN ENGLISH [Section II 

Let the smallest girl, if she is apt, be the hare; and choose 
a small alert boy for the frog. In a class of but few pupils, it 
may be necessary to draw upon an upper class for the rhi- 
noceros and elephant. 

Practice will soon render the reading unnecessary, and the 
children will act as well as speak. In a rural school with pupils 
of all ages occupying one room, it may be found necessary 
to practice at the noon hour, or at recess, or at any other time 
when the work of the school as a whole will not be interrupted. 
There is no necessary difEculty in the representation. 

Lesson 79 

The sentences including the forms may be numerous and of 
great variety ; much practice should be required. Hers, theirs, 
yours require much attention ; many half-educated people write 
them with the apostrophe. Note that they are like his in hav- 
ing none. 

Give help on the next lesson : show how the answers should 
be numbered. See Suggestions, L. 40, Sec. 11. 

Lesson 80 

Guard against the marking of books in L. 80, 81, and 83. 

Show pupils how to number their answers. 

The sentences to be punctuated should be written out in full. 

Lesson 81 

Follow the text. Commit the rules to memory. 
The board may be used. Require neatness in all written 
work. 

Lessons 82 and 83 

Follow the text. See Suggestions, L. 28, 29, Sec. I. 
The rule is to be memorized. 
Guard against marking books. 



Lessons 79-92] MANUAL OF SUGGESTIONS 51 

Lesson 84 

Follow the text. In all written work, be careful of spelling, 
usage, and punctuation. 

Lesson 85 

See Suggestions, L. 34 and 80, Sec. I. 

Lesson 86 

What is the meaning of cosily? of caress? Tell the func- 
tion of the bee in fertilizing flowers. 

Do not fail to require the learning of the poem. 

Lesson 87 

Say that a story of ten Hnes will suffice; but do not place 
a fixed limit. See Suggestions, L. 34 and 80, Sec. I. 

Never fail to help on the next lesson. 

Give this question for thought: How can I improve my 
mind ? 

Lesson 88 

Follow the text. Find one word that is a sentence. 

An additional lesson could be given in reviewing number, 
possessives, punctuation, and paragraphing; if it be given, 
separate it entirely from to-day's work. 

Lessons 89 and 90 

Follow the text. 

Lesson 91 

See Lesson d>^, above. 

Lesson 92 

See Suggestions, L. 11, Sec. II. 

Explain that a toad is not a frog ; and that a baby chicken 
is called a chick (p. 7, text). 



52 LESSONS IN ENGLISH [Section II 

Lesson 93 

Follow the text as closely as circumstances permit. In a 
small class there may be too few pupils to produce all details. 
If the lesson cannot be adapted to conditions, the pupils may 
be directed to reproduce the story in their own words. 

Lessons 94 and 95 

Follow the text. 

Lesson 96 

Give ample pause and accent, so that the children may under- 
stand where marks come. 

See Suggestions, L. 2, Sec. I, and L. 64, Sec. II. 

Lesson 97 

The lesson is entirely oral review. Books may be kept open. 
Have children give sentences upon the words. See Sugges- 
tions, L. 40, Sec. I. 

Lesson 98 

The teacher may tell the story of King Lear. 

Lesson 99 

Write the review questions on the board, then have the 
books closed, and require written answers. 

Lesson 100 

See text, p. 51. 



SECTION III 

The teacher who has not used Sections I and II should read carefully 
the Suggestions for those sections. 

Introduction. Observe the difference between this lesson 
and L. i, Sec. II: that lesson sets before the pupil the talk of 
men and women ; this lesson sets before him the speech of 
educated men and women. 

See Suggestions, L. i, Sec. II. 

Always give help on the next lesson. 

Lesson 1 

The work is entirely oral. Show that the first paragraph 
is about the oak, the second about the reed, and the third about 
the oak and the reed. 

The rule and the definition are to be memorized. 

Require correct pronunciation. 

Lesson 2 

The work is oral except at the close. 

The rules and definitions should be memorized. 

Papers may be exchanged. See Suggestions, L. 22, Sec. II. 

Require neatness. 

Lesson 3 

The rule and the definition should be memorized. 

In the recitation a pupil writes upon the board a question 
about a pumpkin; all the pupils, on their papers, change the 
question to a statement. Another pupil writes upon the board 
a question about a peach, and so on. With the use of familiar 
local subjects, the work may readily be extended. 

Follow the text. 

S3 



54 LESSONS IN ENGLISH [Section III 

Lesson 4 

See Suggestions, L. 2 and 57, Sec. I. The teacher will find 
fewer pauses necessary ; probably every sentence of the lesson 
may well be dictated slowly without great pause between 
words. 

Always give help upon the next lesson. Sometimes it may be 
well to give help upon a lesson that is days in advance ; ^ 
to-day it will be well for you to ask the questions on p. 126; 
L. 6 ; for if you wait until that lesson is before the class, the 
pupils will have prepared for them, and their purpose will fail. 
Ask them now, while the pupils are unprepared. 

The foregoing advice implies that you must read and study 
the book you teach — not merely by piecemeal, but as a whole. 
Read again Our Aims and Plans, pp. xi-xv. 

Lesson 5 

Observe alternating indention ; ask the reason for it. 

What is meant hy falling of the year? pinching? plumes? flown? 
(For other words like flown, see p. 86, text.) 

Who knows a song to fit the words ? 

Guard against marking books ; see the blank in line 3, p. 127, 
text. 

Lesson 6 

This is a conversation lesson, with books open; any pupil 
who has filled out the blank on p. 127 should not be allowed an 
open book. 

Follow the text. 

Do not dwell too long on the preUminary work; directions 
under 3 and 4 are the main features of the lesson. 

Take care of pronunciation and usage. • 

Correct errors of speech. See Suggestions, Sec. I, L. i, 
2, 17. 

1 See, on p. 136, that Gulliver's Travels is going to be helpful. 



Lessons 4-12] MANUAL OF SUGGESTIONS 55 

Lesson 7 

The definition and the rules are to be memorized. The re- 
mainder of the work (except for No. i) is in writing. 

Prepare the class for the work of the next lesson, and guard 
against the marking of books. 

Lesson 8 

Let the copying be done at the seats, before recitation. The 
teacher may pass around and see the papers; or the entire 
piece may be written on the board by the pupil who has done 
best, and corrections may be made accordingly. 

Require neatness. 

Lesson 9 

First, question orally ; then let the children write. 

See Suggestions, L. 11, Sec. II. 

Instruct as to the division into three paragraphs : (i) The 
lead soldier. (2) His being put in the boat and why. (3) The 
voyage. 

Give this question for thought : What good does the sea do ? 

Lesson 10 

See Lessons 46 and 50, Section 11. 
Follow the text. 

Much oral drill and written practice may prove necessary 
here : Say and write them again and again, says the text. 

Lesson 11 

Require the definition. Then books may be opened. All 
is oral work, except for 4 and 5. 

Guard against the marking of books in the next lesson. 

Lesson 12 

Use the blackboard; question each pupil about each sen- 
tence, but not in regular succession. 



56 LESSONS IN ENGLISH [Section III 

Lesson 13 

Follow the text. 

Add words ; for example, coo, gobble, bleat, low, bray, are 
appropriate in some localities. 

Use the board for all the work of the text.- 

A good exercise would be, at recess, to develop the knowl- 
edge that in walking there is always one foot on the ground, 
but that in running both feet may be in the air at once. Com- 
pare the picture on p. 135, text, with that on p. 12. 

Lesson 14 

Follow the text. 
Require perfect neatness. 

Lesson 15 

The purpose of this lesson is not only to give interesting 
content for the oral class exercise of the moment, but also to 
suggest the method of thinking in the written work of L. 16 to 
follow. 

For story-telling, see Suggestions, L. 2, Sec. II. 

Lesson 16 

Follow the text. The purpose of this lesson is to cultivate 
the constructive imagination. , 

The papers are to be used again in L. 21. In some cases the 
teacher should take care of them. 

Guard against the marking of books in the next lesson. 

Lesson 17 

Follow the text. The papers may be exchanged. 

Lesson 18 

Nothing but repeated drills can accompHsh what is wanted. 
Errors in these words are common even among practiced writers. 



Lessons 13-24] MANUAL OF SUGGESTIONS 57 

Tell the story of the man who in deep water shouted in fear 
" I will drown ! Nobody shall help me ! " 

Follow the text and go beyond its requirements if you have 
opportunity. 

Lesson 19 

Let the first work be oral; then require a written story. 
See Suggestions, L. 11, Sec. II. 

Lesson 20 

Formal reviews come once in twenty lessons; but needed 
review work is not out of place in any of the nineteen other 
lessons. Let the work here be in writing. 

See Suggestions, Sec. II, L. 20 and 40. 

Lesson 21 

Follow the text. 

Lesson 22 

This is a lesson in oral description. 

The fruits will be named at- once, because their qualities 
are unmistakably given; draw out this thought from the pu- 
pils. Don't expect them to do as well, in a literary way, as the 
authors of the text have done. 

Take care of pronunciation and usage. 

Lesson 23 

The definitions should be memorized. 

The written work may be on the board, one sentence at a 
time, the class or pupils deciding what to underline. 
Permit no marking of books. 

Lesson 24 

The lesson is very similar to L. 23. 

In assigning L. 25, ask, " What is cricket? " Meaning of con- 
jure? superior? wand? 



58 LESSONS IN ENGLISH [Section III 

Lesson 25 

More rhyme-making might be good exercise here. 
Always remember to give help on the next lesson. 

Lesson 26 

The work is first oral, with books open. 
Explain clearly the demand for enlargement. 
The written work may be upon the board. 

Lesson 27 

The work is oral throughout, with books open while the 
sentences are under discussion. 

Guard against book-marking. 

Give this question for thought : For what should I be grate- 
ful? 

Lesson 28 

In this review of written forms, which the children have 
been using for many lessons, be thoroughly exacting. Pupils 
should be required to do over again all work that is incorrect. 

Require neat work. 

Lesson 29 

This content lesson is entirely oral. 

There should be individual answers to the questions, and 
the pupil should be encouraged to ask others. 

After the questions are answered, oral descriptions are to 
be required. 

Require correct usage and pronunciation. 

Lesson 30 

Follow the text. 

The work may be at first oral, in class, with books open; 
then written sentences should be required. A teacher much 
pressed for time may make the lesson entirely oral. 



Lessons 25-35] MANUAL OF SUGGESTIOXS 59 

Lesson 31 

The work is oral, except for the last five demands. 

The definition should be memorized. 

Guard against book-marking in this and the next lesson. 

Lesson 32 

Let the books be open. Question upon the six sentences 
until no pupil will make a mistake in punctuation in the ten 
sentences. The board may be used. 

Lesson 33 

This important usage lesson is well worth enough work to 
learn it. It should be referred to and ampUfied frequently in 
the future. 

The work should be almost entirely oral. 

The Hsts of sound-words may be made on the board, each 
pupil wTiting one until no more can be suggested. Then the 
sentences using the words should be written at the desks. 
Papers may be exchanged. 

Require neat work. 

For sound-representing words, see Suggestions, L. 20 and 
L. 34, Sec. I, and L. 58, Sec. II. 

For kinds of motion, see text, L. 13, Sec. III. 

Lesson 34 

This is practice in description. Paragraphs may be : (i) A 
lamp. (2) A candle. (3) Contrasting the two. 

Lesson 35 

Where it may not appear at once whether the work should 
be oral or in \mting, the decision may well be made according 
to the needs of the class. If the pupils have had much written 
work, a rehef may be welcome; if the work is of a cheerful 



6o LESSONS IN ENGLISH [Section III 

nature, it may well be oral ; or, indeed, if for any reason live- 
liness ought to be induced, the work may well be oral. Still, 
the amusing nature of the next lesson, in this case certainly 
oral, may determine that, in other than rural schools, some of 
the work in this lesson may be written. 

Lesson 36 

See Suggestions, L. 2, Sec. II. 

For folly, compare the stories on text pages 71 and 89, with 
this story ; let the pupils decide. 

Guard against the marking of books in the next lesson. 

Lesson 37 

Follow the text. 

Give this question for thought : Ought I to give as much as 
I receive? 

Lesson 38 

See Suggestions, L. 11, Sec. II. 

The pupils discuss the questions; there may be differences 
of opinion in regard to several of them. The written stories 
should show the results of the thinking. Text, p. 78, may be 
referred to. 

Lesson 39 

The work should be oral first, then in writing. See Sugges- 
tions, L. 10 and 30, Sec. III. 

Guard against marking books in the next lesson. 

Lesson 40 

The sentences, numbered, are placed on the board. The 
pupils write answers with corresponding numbers. 

Lesson 41 

The work is oral except for the five demands at the close. 



Lessons 36-47] MANUAL OF SUGGESTIONS 61 

Lesson 42 

The work is oral except for the last five demands. 
James, in sentence 2, is used in address, or as the name of a 
person addressed. See L. 49, p. 85, text. 

Lesson 43 

Telling the story is the feature ; but to tell it the pupil must 
understand the content. See Suggestions, L. 2, Sec. II. 
As preparation for the next lesson, review L. 31, Sec. II. 

Lesson 44 

The rules should be memorized. The work is oral, except 
for 3, 4, and 5. 

The writing should be neatly done, in columns, thus : 

s. fire — p. fires 

s. fox — p. foxes. 

Lesson 45 

Follow the text. 

Lesson 46 

Follow the text in oral and written work. 

The drawing of lines, in i and 2, before the letter preceding 
y, impresses the rules on p. 156. After this exercise, let the 
rules be committed to memory. 

As preparation for the next lesson, let pupils turn to L. 37, 
Sec. Ill ; then question them as to the difference between the 
work in L. 37 and that in L. 47. 

Require neat work. 

Lesson 47 

Follow the text. 

Give this question for thought : Who needs greater wisdom, 
a poor man, or a king ? 



62 LESSONS IN ENGLISH [Section HI 

Lesson 48 
Before writing, draw out orally the differences. 

Lesson 49 
All the work is oral. 
See Suggestions, L. 38, Sec. III. 

Lesson 50 

Follow the text. 

Refer to L. 10 and L. 39 of this Section. 
In preparation for L. 51, give oral review of the first part of 
L. 82, with board practice on L. 83, Sec. II. 

Guard against marking books in the next lesson. 

Lesson 51 

Use the board for sentences i to 5. 
The rule should be memorized. 

In the written statements, require neatness, and correctness 
of punctuation, spelling, and usage. 

Lesson 52 

See Lessons 55, 61, 62, 77, Sec. II. 

Follow the text. Let the work be oral, at first ; at the close 
use the board. 

Lesson 53 

Follow the text; but local substitutes are allowable, as a 
church, a bridge, a ford, a spring, a swimming-hole, etc. 

The work is oral. 

Correct all wrong pronunciation : see Suggestions, L. 2, 
Sec. II. 

Lesson 54 

The work is almost entirely oral, with books open. The 
writing should require but a few minutes. 



Lessons 48-61] MANUAL OF SUGGESTIONS 63 

Lesson 55 

Meaning of crystal? 

Afeard, formerly good, is now permissible only in poetry. 

Lesson 56 

Follow the text in both oral and written work. 
Require neatness. 

Discuss the next lesson; and guard against the marking of 
books. 

Give this question for thought : For what is it right to wish ? 

Lesson 57 
Follow the text. 

Lesson 58 

The writing may or may not be preceded by oral work. 

See Suggestions, L. 11, Sec. II. Also see Suggestions, L. 34 
and 80, Sec. I. 

In assigning the next lesson, show that the correct spelling 
of unfamiliar words must be acquired. 

Lesson 59 

Follow the text. Dictate slowly and distinctly, and without 
emphasis, making equal pauses between words. The pupils 
listen closely and write in columns only the words that are 
plural names, a column for each sentence. A good additional 
exercise would be to change these names to the singular. 

Lesson 60 

Books are closed; the teacher writes the questions, num- 
bered, on the board, and the pupils at their seats write numbered 
answers. 

Lesson 61 

Follow the text. See p. 106, text. 

If envelopes are not to be had, use the sheet alone, folded and 
sealed (or imagined sealed) with sealing wax, as in old times 



64 LESSONS IN ENGLISH [Section III 

before envelopes were made. Explain also that postage stamps 
are modern ; that in old times the receiver of a letter paid high 
for it before he could get it. 

For the written letter require neatness, and proper spelling, 
punctuation, and paragraphing. 

Lesson 62 

Let the pupils read respectively the successive paragraphs 
in class. 

Draw out ideas by questioning. Try to get some pupil to say 
that the toad jumped on the squirrel because he was too angry 
to look where he was jumping. 

Require correct forms in the writing. 

Lesson 63 

See p. 212, L. 19, second demand under No. 3, which also 
brings out that in a modern business letter, there is an address^ 
preceding the greeting. 

Follow the text. 

Guard against marking books in the next lesson. 

Lesson 64 

The rule should be memorized. 

Other illustrations of the divided quotation may be used, 
as those given by the king and the waiter, pp. 157-158, or by 
Kasa and her father, pp. 114-115. 

Follow the text. The work may be oral, except for i to 4. 

Correct all errors of pronunciation and of usage. See Sug- 
gestions, Sec. I, L. I, 2, 9, 17. 

Lesson 65 

Let a pupil read a stanza aloud. Then ask questions con- 
cerning the separate speeches and their punctuation. Another 
pupil reads, and so on. Then have the class read again, not 



Lessons 62-70] MANUAL OF SUGGESTIONS 65 

according to stanzas, but according to the speeches; for in- 
stance, the first pupil will read the first four verses of the first 
stanza, the second pupil the fifth verse, and the third pupil 
the sixth verse. 

Here is an opportunity to explain that verse and page-line 
may not be identical. See p. 148, L. 35. 

Give this question for thought : When is it right to get angry ? 

Lesson 66 

See Suggestions, L. 62, above. 

Was the king's verdict just? If so, the ant should not have 
become angry. Matthew v, 38-48. 

Lesson 67 

Follow the text. 

The work is first oral, then in writing. 

The rule is to be memorized. 

Guard against marking books in the next lesson. 

Lesson 68 

The work is first conversational ; then in writing. Follow 
the text. 

Lesson 69 

All the work is oral. 

Exact in oral language no less accuracy than in written work. 

Is- the little girl afraid? Why do the people stand so far 
away? 

For preparation of the next lesson, let the class see text, 
L. 82 and 98, Sec. I, and L. 7, Sec. 11. 

Lesson 70 

See Suggestions, L. 2, Sec. I. 
Follow the text. 

For review study in preparation, give the class L. 32 and 35, 
Sec. II. 



66 LESSONS IN ENGLISH [Section III 



Lesson 71 

The work is oral, with books open, except for the last two 
directions. 
The rules are to be memorized. 

Lesson 72 

The work is oral, or silent, reading and conversation; then 
in writing. 

Require correct form in pronouncing, in spelling, and in usage. 

Lesson 73 

Follow the text. 

In preparation for the next lesson, review L. 23, 24, Sec. III. 
Give this question for thought : What are the right ways and 
the wrong ways to play ? 

Lesson 74 

Give thorough oral drill on the first six sentences; then let 
the pupils write. 

In preparation for the next lesson, point out p. 169, text. 

Lesson 75 

Follow the text. 

In preparation for the next lesson, see p. 107, text. 
Guard against marking books in the next lesson. 

Lesson 76 

Give thorough oral drill. 

The work in sentences from 4 to 13 may be done orally or in 
writing. 

Oral concert work has strong influence in fixing correct 
forms of usage. 

Lesson 77 

See Suggestions, L. 11, Sec. II. 
Follow the text. 



Lessons 71-83] MANUAL OF SUGGESTIONS 67 

Why do they all look in one direction? How far from home 
are they? What is their country? 
Require neatness and correct forms. 

Lesson 78 
Follow the text. 

Take care of pronunciation and usage. 

Lesson 79 

Observe that the lesson teaches, as a new point, the usage 
of may and can; besides, it reviews contractions, possessives, 
and usage of would and should. Let every pupil write all the 
work. 

Guard against marking books in the next lesson. 

Lesson 80 

Follow the text. The work may be entirely in writing. 

See Suggestions, L. 60, Sec. III. 

Provide a screw and a nail for the next lesson. 

Lesson 81 

Explain the " threads " of a screw. 
Require correctness in all forms. 

Lesson 82 

The work is oral. Let the pupils choose from a number of 
anunals : birds, hens, ducks, mice, rabbits, lions. 
Require correct pronunciation. 

Lesson 83 

(3) Write a note to your neighbor telling him that you 
saw his black and white cow astray, or "bogged up," this 
morning. 



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Lessons 84-^7! MANXAL OF SUGGESTIOXS 69 



Lesson 90 



The work is aU oral To encourage expression and at the 
same time to discourage idle babble is a task for the wise ; do 
not expect perfection. 

Give this question for thought: WTiat brings happiness? 



_ „ , Lesson 91 

Follow the text. 



The work is oral reproduction, and success depends upon 
appreciation of content. 

See Suggestions, L. 2, Sec. II. 



^ „ , Lesson 92 

Follow the text. 

Lesson 93 

Is it a pool or a stream ? Wliich way is it runnmg? About 
how \\dde is it ? WTiat is the time of year ? 

The work may be entirely oral, each pupU taking part in 
class work. 

Require correct pronunciation and usage. 

Lesson 94 

Follow the text. Each pupil chooses his own story. 

Lesson 95 
Follow the text. The work is all oral. 

Lesson 96 

Each pupil decides his own subject for himself. 
Follow the text. 

Lesson 97 

Follow the text. 



yo LESSONS IN ENGLISH [Section III 

Lesson 98 

The work may be oral or in writing. 
See Suggestions for L. 60, Sec. III. 

Lessons 99 and 100 

Follow the text. 



SECTION IV 

See advice under caption of Section III. 

Lesson 1 

In assigning this lesson, attention may be directed to the 
questions on p. 199. 
The work is oral reproduction. 
See Suggestions, L. 2, Sec. II. 
Always give help on the next lesson. 

Lesson 2 

The work is oral. 

The definitions and rule may be committed to memory (or, 
at least, they should be understood) ; afterward, the books 
may be opened. The questions on the paragraphs of L. i 
should be individual, not aimed at the class generally. 

Require correct usage and punctuation. 

Lesson 3 

Here is a new title (composition) to an old subject. Let 
books be open; improvise questions to test the pupils as to 
their careful reading of the lesson; then the additional ques- 
tions on p. 199 should be used. All is for what purpose? 

Guard against marking books in the next lesson. 

Lesson 4 

The work (except i to 7) is an oral review with books closed^ 
Pupils should know the definitions. 
From I to 7 may be done orally or in writing. 

71 



72 LESSONS IN ENGLISH [Section IV 

Class work, with successive pupils at the board, and the 
others working orally, may save much correction of papers. 

Lesson 5 

Follow the text carefully, with books open. 

Impress the teaching of the fourth and fifth paragraphs — 
that what is familiar to everybody need not be described at 
all, but that strange or new things should be described well. 

The writing should be done after thorough oral work. 

See Suggestions, L. ii, Sec. II. 

Require correct spelling and punctuation and neat work. 

Give help on the next lesson. 

Lesson 6 

The teacher may write on the board the following form : 

^' A capital letter should be written at the beginning of every : 

I 

2 

3 

4 

5 

6 

7 

In addition the words . . . and . . . should be written 
with capital letters, and every . . . should be a capital 
letter." 

The pupils, with books closed, may copy the form and fill 
the blanks. 

Then, with books open, discuss the sentences following, 
numbered i to 6. 

Lesson 7 

What does the raised comma in let's stand for? What is it 
called? What is a contraction? an ahbremation? 



Lessons 5-12] MANUAL OF SUGGESTIONS 73 

Do you ever hear any one say had ought? hadn't ought? 
shouldn't ought? had went? have went? had have gone? had oj 
gone? 

Follow the text, with books open. 

Lesson 8 

Follow the text. The work is oral. 

Never write Xmas. 

Require correct usage and pronunciation. 

Lesson 9 

The work at first is oral, then in writing. Bring out the 
forms of the parts clearly. See text, p. 165, L. 56. 

Lesson 10 

Follow the text. 

Give this question for thought : Which is more necessary to 
us, the country or the city? 

Lesson 11 

Give attention to babbling, eddying, drums, balmier, pipes. 
See blow in the first stanza, and blow in the last stanza. 
Is stubbled corn a field of maize from which the crop has been 
cut ? or is it wheat stubble ? 

Who knows the difference between a quail and a partridge? 
The poem is worth memorizing. 
Always give help on the next lesson. 

Lesson 12 

Much of the work is oral. 
The definitions are to be memorized- 
In dictating, vary from the order given on p. 208. 
Require neatness of form, and the correct spelling of words 
dictated. 



74 LESSOX5 IX EXGT.TSH 

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76 LESSONS IN ENGLISH [Section IV 

Lesson 26 

The first work is oral drill upon the parts given, making 
sentences as in L. 15 above: see p. 211, text. Drill well even 
though the dictation may require another day. 

Lesson 27 

The lesson may require two days, or one, according to treat- 
ment. 

1. Develop the first paragraph until each pupil has settled 
upon a story he will tell. 

2. Then, on the board, in answer to the next series of ques- 
tions, write the notes for a story ; for instance, such notes might 
read as follows : 

(a) In Egypt, thousands of years ago. 

(b) Nile, ark, bulrushes. 

(c) A baby. 

(d) In the end, a great leader. 

(e) A slave mother hides her baby to prevent his being slain 
by order of the king. The daughter of the king finds the baby, 
saves him, and rears him in the palace. 

The foregoing, with necessary discussion, is fully enough for 
one day. The next day's lesson should not repeat the story 
used as an example; each pupil should make his own notes 
before recitation; when the notes are handed in, do not have 
them discussed, but choose among them for a story to be told 
orally by the selected pupil, and so on through the class. 

The story-telling should be short. 

Lesson 28 

The work is entirely oral ; the books may be open. 

Lesson 29 

For illustration of the rule (which need not be committed 
to memory), see under " Additional Material," pp. 295-296, 
where such words as of and and do not begin with capitals. 



Lessons 26-35] MANUAL OF SUGGESTIONS 77 

In assigning the next lesson, state that each pupil will be 
required to write at the bottom of the work every word that he 
does not understand. 

Lesson 30 

Demand great care in punctuating. 

Make the requirement announced yesterday. 

Lesson 31 

The work is oral. Do not expect perfection. 
Guard against the marking of books in the next lesson, and 
in L. 34. 

Lesson 32 

The work may be entirely oral. Review L. 67, Sec. Ill, if 
need be. 

Lesson 33 

The list of subjects is intended to be helpfully suggestive; 
it may be extended at will. 

In the writing, require care in all forms: punctuation, 
capitals, spelling, etc. 

Lesson 34 

The special purpose is to teach that a comma or other mark 
of punctuation should follow an expression which introduces 
a quotation. All the work may be oral ; but the sentence at 
the bottom of p. 227 should be written on the board to serve 
in the work demanded on p. 228. 

Give this question for thought: Why do so many people 
come from other countries to live in our country ? 

Lesson 35 

The work is oral. Let the pupils differ in their views and 
tastes. 



78 LESSOXS IX ENGLISH ^Bcms IV 

Lesson. 36 

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Require nfatne?^ zr^ rrrrBCt foons. 

Goaidariinr: — oksmthe 



Hie woik is otal, widi books open. 
For iii^Iri^ thr frrz^ niti t^ 



Lessons 36-45] MANUAL OF SUGGESTIONS 79 

Lesson 41 

See Suggestions, L. 5, Sec. IV. 

The description of peculiar features is what is demanded. 

The work is oral, with books open. 

Guard against marking books in the next lesson. 

Lesson 42 

The work is oral, with books open. 

The drill on person at the close should be developed more 
than the few words of direction may seem to imply. 

Lesson 43 

The study hour may have given the pupils all reasonable 
preparation ; in such case the whole recitation period may be 
used in the story telling, with books closed. 

See Suggestions, L. 2, Sec. II. 

Lesson 44 

The lesson is review work. 
See Suggestions for L. 32 and L. 77, Sec. II. 
Follow the text, even in the alternating from oral to written 
work. 

The work may require two days. 

Lesson 45 

See Suggestions for L. 11, Sec. II. 

More than one period may be spent profitably here, espe- 
cially in schools where the class recitation is limited to twenty 
or twenty-five minutes ; for two periods there is a natural divi- 
sion at the second paragraph on p. 240. 

In assigning the next lesson, give all needed help, and guard 
against the marking of books. 



8o LESSONS IN ENGLISH [Section IV 

Lesson 46 

Review L. 39 and L. 42, above, in order to fix the idea of a 
personal pronoun ; then proceed with L. 46, with books open. 

The purpose should be to distinguish pronouns from nouns ; 
certain refinements of difficulty need not be discussed. 

Lesson 47 

Follow the text. 

Let pupils think of additional words. 
Require neat written work. 

Lesson 48 

Draw out ideas orally ; then demand written stories. 

Pupils may be allowed to invent similar stories instead of 
retelling this. 

Give this question for thought: Why should I show kind- 
ness to animals? 

Lesson 50 

The work is entirely oral, with books open. The task shows 
the necessity for previous reviews in punctuation. 
Who wrote" the piece? 
Explain redcoats, set upon our heads, lief, adapted. 

Lesson 51 
Follow the text. 

Take care of the following words : august, prescription, 
realm, ten-knot, blithe, maladies, human, wot. Observe the fine 
distinction of sage and sagacious. 

Guard against the marking of books in the next lesson. 

Secure a newspaper for use in illustrating Lesson 53. 

Lesson 52 

The definition is to be memorized. For the rest, books may 
be open. 

For the writing at the close, the pupils work at their seats. 



Lessons 46-57] MANUAL OF SUGGESTIONS 8 1 

Lesson 53 

Follow the text. 

The work on p. 247 is oral, with books open. 
In giving help on the next lesson, illustrate the distinctions 
between the three parts of speech to be studied. 

Lesson 54 

The work is oral, with books open. Two days may be re- 
quired. 

Lesson 55 

See Suggestions, L. 11, Sec. II. 

Follow the text. 

Have full conversation on points of oral work before writing 
is attempted. 

(Look up Clemens, Samuel Langhorne, in an Unabridged Dic- 
tionary, or a Biographical Dictionary.) 

Guard against marking books in the next lesson. 

Instruct pupils to read over carefully L. 18, Sec. HI. 

Lesson 56 

Follow the text. 

An illustration of the work required to " explain the differ- 
ence between the two forms " would be the following : 

Shall you go? means simply. Are you going? without any 
reference to the wishes of the speaker or of the person addressed. 
The speaker may wish him to go or wish him to stay ; he merely 
asks for information. On the other hand. Will you go? con- 
veys a request, which may be granted or not, according to the 
willingness of the person addressed. 

Always require neat writing. 

Lesson 57 

Conversation about the important man may bring out more 
than form of expression. Develop the pupil's power to perceive 
character. 

If necessary, the writing may be postponed for another period. 



82 LESSONS IN ENGLISH [Section IV 

Lesson 58 

The work is entirely oral. Follow the text. 
Give this question for thought : Why do our people allow 
foreigners to come and live in our country ? 

Lesson 59 
Give choice of other subjects, if local interest seems to demand. 

Lesson 60 

The questions may be written on the board and numbered, 
and the pupils, with closed books, may write all the answers, 
with corresponding numbers ; or 4, 9, 10, may be answered in 
writing, and the others answered orally. 

Lesson 61 

Follow the text, with books open, but close them during the 
story-telling. 

See Suggestions, L. 2, Sec. II. 

Guard against marking books in the next lesson. 

Lesson 62 
The work is oral, with books open. 

Lesson 63 

The work is oral, except for the four sentences required on 
p. 259. 

Lesson 64 

The definitions are to be memorized. The work is oral. 
How many words in the predicate of No. i ? No. 2 ? and so on. 

Lesson 65 

Follow the text, with books open. 
Take care of usage and pronunciation. 
See Suggestions, L. 11, Sec. 11. 



Lessons 58-71] MANUAL OF SUGGESTIONS 83 

Lesson 66 

Possibly two periods, if short, should be spent here. For 
the writing (especially in a rural school) a substitute for a retail 
store may be proposed : a blacksmith shop, a gin, a farmyard, 
or other local activity. 

Always give help on the next lesson. 

Lesson 67 

Follow the text closely. A teacher who drills her pupils 
into the correct practice here will have little difficulty with 
any other class of words. 

Let pupils turn to p. 129, text. Show that the " Simple 
Future " of / sing is not / will sing, but / shall sing. Then 
let them turn to p. 288, and read L. 92. 

Lesson 68 

The definition is to be memorized. 

The work is oral, with books open. A book which has the 
words of the lesson marked should not be allowed in class. 

Lesson 69 

Follow the text, but give further choice : say a picnic, with 
hire of transportation ; a church festival ; a " box party " ; 
working the road ; or any local event of general interest. 

Lesson 70 

Be exacting in regard to forms here. The work is oral. 
Give this question for thought : Why ought the Southern 
people to think kindly of President Lincoln ? 

Lesson 71 
Follow the text. 

Is there one difficult word in the poem ? Should there be ? 
As to a-crowding, compare St. John xxi, 3. 



84 LESSONS IN ENGLISH [Section IV 

Lesson 72 

The work is oral. 

The definition is to be memorized. 

Explain the word intransitive. Give opportunity for attempts 
to bring up other intransitives. 

Give help in assigning the next lesson ; but do not diminish 
its requirement ; choice of other subjects, however, may be 
allowed; as. How to build a fire; How to light an oil lamp; 
How to work butter ; How to grease the axles of a wagon ; How 
to dust a room; How to grind an ax; How to wash lettuce; 
How corn is planted ; How cotton is ginned. 

Lesson 73 
Follow the text. 

Require proper forms in punctuation, spelling, usage. 

Lesson 74 

The work may be entirely oral, or the description demanded 
may be in writing. See Suggestions, L. ii, Sec. II. 
Guard against marking books in the next lesson. 

Lesson 75 

The work is first oral, then in writing. 
The definitions are to be memorized. 

The main purpose is to teach the direct object; see that every 
pupil knows what is meant. 

Lesson 76 

The work is oral, with books closed, except for writing the 
five sentences and the explanations. 

Lesson 77 

See Suggestions, L. 71, above; also the text, pp. 267-268. 

In the written exercise, show that crossing out a word re- 
placed means only drawing through it a line such as will not 
make it difficult to read. 



Lessons 72-84] MANUAL OF SUGGESTIONS 85 

Lesson 78 

The first four sentences may be written on the board and 
questions asked, with books closed. Then books may be opened, 
and the ten sentences treated orally. 

Lesson 79 

Take " another town or city," in second line, to mean another 
place or school. 

Follow the text. 

Lesson 80 

The examination may be partly oral, partly written. Or, 
at your choice, let the books be piled, the questions written on 
the board, and the pupils required to write. See Suggestions, 
L. 60, Sec. IV, and L. 60, Sec. III. 

Lesson 81 

The work is oral, except for the last requirements. Do 
not suppose that perfection is demanded. 

Lesson 82 

The work is oral, except for writing the list of copulative 
words at the close. 

The definitions are to be memorized. 

Lesson 83 
Follow the text. 

The work is oral. Try some short story; for instance, 

David and Goliath. Do not demand too much. 

Guard against marking books in the next lesson. 

Lesson 84 

The definitions are to be memorized. 

The work is oral except for the five sentences demanded at 
the close. 
The papers may be exchanged. 



86 LESSONS IN ENGLISH [Section IV 



Lesson 85 

Books should be closed. The teacher may write on the 
board : 

" Yesterday I a pomegranate," and say, " Write the 

complete sentence, filling the blank with the past tense form 
of the verb eat.'^ 

Preparation for the next lesson is imperative. 

Give this question for thought : Why should men build 
expensive bridges, when they can go across the river in boats? 

Lesson 86 

Follow the text. 

The demand at the close may be met in writing. 

With added questions draw out the power of organization. 
How long is the nearest bridge? How many men worked to 
make it ? 

Lesson 87 

Follow the text. 

A teacher in a rural school will consider that " here " means 
the nearest town. Other modifications will suggest themselves. 
Guard against marking books in the next lesson. 

Lesson 88 

See pp. 155-156, text. 

The work may be entirely oral, and may require more than 
one period. 

For oral work on " The Snowstorm," announce " First sen- 
tence ; " then, after a short pause, announce " Mary," or 
" John," as the case may be. Continue, giving each pupil a 
sentence, etc. 

Lesson 89 

Any child can imagine an uncle or an aunt. 
Guard against marking books in the next lesson. 



Lessons 85-98] MANUAL OF SUGGESTIONS 87 

Lesson 90 

Require the writing of the whole piece. 

Lesson 91 

Exact the memorizing of the whole. 

Guard against marking books in the next lesson. 

Lesson 92 

The work is oral, except for 6-10, for which work see Sugges- 
tions, L. 85, above. 

Lesson 93 

Other proverbs may be given to choose from, as : 

1. Make hay while the sun shines. 

2. Every tub must stand on its own bottom. 

3. Time and tide wait for no man. 

Lesson 94 

The work is oral, with books open. 
The definitions are to be memorized. 



Lesson 95 

Follow the text. 

Lesson 96 

The work is oral. 

The definitions are to be memorized. 

Lesson 97 

Follow the text. 

See Suggestions for L. 85, above. 

* Lesson 98 

Follow the text. 



88 LESSONS IN ENGLISH [Section IV 

Lesson 99 

Write questions on the board. Close books. 
Write answers to questions, numbered i to lo. 
The answer to the 4th question is, " An action must take 
place in time present, time past, or time future." 

Lesson 100 

Tell how the poem came to be written. Examine it closely, 
and explain any difficult expression. Discuss the righteousness 
of war, and the development of the world toward peace. Tell 
about the relations of the United States with England ; espe- 
cially the international quality of the Great Lakes. Impress 
upon the pupils that the virtue of loving the world is greater 
than what is called patriotism. Tell about the Christ statue 
on the Andes. 

Instruct pupils to preserve their books for review. 



BOOK TWO 

COMPOSITION 

Lesson 1 

See advice under heading of Section II, page 32. 

The purpose of the talk is to inspire the pupils with earnest- 
ness in their work. 

See Suggestions, L. i, Sec. II, p. 32 ; also Suggestions for 
Introductory Lesson, Sec. Ill, p. 53. 

Do not think the lesson ends on the day when it is given; 
refer to its counsels again and again, but be careful lest you 
repeat in a lifeless way. 

A division of the subject, if any be needed, might be the fol- 
lowing, according to paragraphs: 

i. Self expression is naturally to be desired. Writing is an 
important method of expression. 

ii. The expressions which we wish to hear are those from the 
experienced, the thoughtful — those who have something helpful 
or interesting to give. 

iii. An uneducated man may have much thought, but he 
knows little of the art of expression. Perhaps he cannot even 
write a letter. 

iv. To rise above the incapacity of the uneducated, we 
study the art of expression, beginning with oral speegh and 
simple writing and spelling, taking up the forms of punctua- 
tion, etc. ; in learning these matters, we also learn to express 
our thoughts clearly and well. 

V. For this year we shall study both thought and expression, 
and we hope to become able to help ourselves and others to 
understand something of the collective wisdom of the world. 



90 LESSONS IN ENGLISH [Book II 

Lesson 2 

Follow the text. 

The writing is done at the seats; afterward there is class 
discussion; let the papers be exchanged, if you like. See 
Suggestions, L. 22, Sec. II. 

Association with educated persons may correct fnany errors 
of speech and do little toward correcting errors in writing. 
On the other hand, Paul's critics said his letters were powerful, 
but his speech was contemptible. (2 Cor. x, 10.) Perhaps 
they referred to lack of force in what they considered oratory, 
rather than to accuracy of language. The function of the book 
and of the teacher is to prepare the pupil for speech, whether of 
tongue or pen. 

The last demand provides for giving much relief in the matter 
of correcting papers. Throw such work on the pupil himself 
wherever it is possible to do so. The papers, after being 
corrected by the pupil in accordance with the requirement, 
should give little trouble to the teacher. See Suggestions, 
L. 4, Sec. II. 

In assigning a lesson do not fail to give the explanatory help 
which the pupil may need. The work required in the " Written 
Exercise " in the next lesson may not be clear to some pupils 
without explanation. Show that the work intended is not 
the writing of paragraphs, but the writing of a list of subjects 
of paragraphs. 

It would be well to have the class read some composition, 
and decide upon titles for its paragraphs ; take Lesson i , for 
instance, and develop, from the reading, that the subject of 
the first paragraph may be entitled Talking hy letter; of the 
second. Telling experiences ; of the third. Handicaps of the 
uneducated; of the fourth. Expression should be studied; of the 
fifth. This year's study in thought and expression. The work 
suggested will require time ; take more than one day if neces- 
sary. 



Lessons 2-5] MANUAL OF SUGGESTIONS 91 

Lesson 3 

Follow the text. 

The definition is to be memorized. 

Apply every oral question, as far as possible, to each indi- 
vidual, not to the class as a whole. 

To the questions in the last paragraph there may be dif- 
ferent answers. Do not expect unanimity. See No. 4, in the 
following lesson. 

For the written work, allow choice of still other subjects. 

Require neatness and correct forms. 

Save the papers for to-morrow's use. 

Lesson 4 

The questions should have been studied by the pupils before 
they come to recitation, which may be entirely oral. 

The answers to No. 3 will differ unless the pupils understand 
that paragraphing depends upon the content of the subject and 
upon " plan of treatment " — whether extensive or condensed. 
If this understanding is attained, you will already have a 
measure of success. 

Utilize No. 4 by having each pupil comment on his previous 
work, as indicated. 

Discuss No. 5 thoroughly ; place on the board the best of the 
hsts saved from yesterday, and draw out in class discussion 
how it may be improved. 

Guard against marking books in the next lesson. 

Lesson 5 

Let the class work be entirely oral, with books open, or with 
sentences i to 5 on the blackboard. 

See Suggestions, L. 66, Sec. I, and L. 32, Sec. II. 

The written work demanded by 6 to 10 may be done indi- 
vidually at the seats, and the papers may be exchanged. 



92 LESSONS IN ENGLISH [Book II 

Lesson 6 

No doubt your pupils are already able to look up the defini- 
tions of words; the work indicated in this important lesson 
should have such thorough and repeated treatment that every 
pupil will soon become skilled in the use of the dictionary. 

In the oral work of recitation, have the books closed. 

In the written work, require neatness. 

Lesson 7 

Ask each pupil questions concerning the fitness of sentence 
with paragraph. The books should be open. 

Guard pronunciation and usage. 

Notice that the italicized words come into prominence in 
L. 17, p. 16, text. 

Lesson 8 

Follow the text in oral recitation, with books open. 

Lesson 9 

The work is oral, with books open. 

For use of brackets, see, in L. 13, text, the introductory 
sentence to The Saving of Bulbo. See also, in Suggestions, 
L. 29, following, the words ancient France, in brackets within 
a parenthesis. 

In the large dictionary, see the use of brackets for inclosing 
matter within definitions. 

Lesson 10 

Follow the text carefully. The work is important ; its results 
should be tested from time to time until the pupil can find his 
own way in an ordinary index. 

Lesson 11 

Follow the text. There should be no further choice of 
subjects. 



Lessons 6-i6] MANUAL OF SUGGESTIONS 93 

Lesson 12 

The work is oral, with books open. 

In the " Exercise," continue to ask individual questions, as : 
" Show the first dash, Robert. Tell its use." " Show the 
second dash, Mary, and tell its use." 

Lesson 13 

The first exercise is oral, and in class, with books open. 
The writing is individual, at the seats. See Suggestions, 
L. 2 and L. 15, Sec. II. 
The written papers must be kept for use in Lessons 14 and 16. 
Always give help on the next lesson. 

Lesson 14 

For the first question, see L. 13, above; reenforce with the 
rule given on p. 224, Book One : Wheit the exact words oj any one 
are repeated^ they are called a direct quotation. 

Use judgment as to recitation ; throw the work on the in- 
dividual pupil. 

Take note of any lack of knowledge in regard to punctua- 
tion ; and drill the class if need be. 

Lesson 15 

The oral exercise should be individual work in class recitation. 
Written papers should be kept for class use in L. 17. 
Require neatness, as well as correct forms. 

Lesson 16 

For emphasis, let the third and second sentences be written 
on the board in reverse order from that given in the story. 

The work is oral, except in case of changes in the order of the 
sentences written for L. 13. Such changes might well be 
shown on the board for the benefit of the whole class. 

Make preparation for the next lesson. 



94 LESSONS IN ENGLISH [Book II 

Lesson 17 

The work is oral class recitation. 

Draw out the natural order for the quoted sentences about 
the bear, etc. 

Lesson 18 

Let the pupils turn to p. 341, and try to add words to the 
business letter, No. 66. They will find that any addition vio- 
lates one of the three rules. The rules should be memorized. 

For the written work, rural pupils may have further choice 
of subjects; they may write about any branch of farm work, 
dairy work, housekeeping, etc. 

Lesson 19 

The work is oral. Do not show p. 139 directly, but, if there 
is confusion, review part of L. 10, and then require that answers 
be found with the aid of the index. 

Appendix II (on punctuation) may be pointed out. 

Lesson 20 

Much of the subject matter taught in Book One is reviewed 
here. 

For method of work, see Suggestions, L. 40, Sec. II. 

The index shows where abundant help may be found. Insist 
on the use of the index. 

Lesson 21 

In recitation, the work is all oral ; the pupils have previously 
prepared the lists demanded. Follow the texts with books open. 

After the " Oral Exercise " is finished, close the books, and 
ask questions upon the numbered paragraphs, for instance : 

(i) What should you write or talk about? 

(2) How can you try to make a subject interesting to yourself ? 

There are three ways of becoming interested in a subject : 
give one of the three ways, etc. 



Lessons 17-28] MANUAL OF SUGGESTIONS 95 

Lesson 22 

Follow the text. 

Preserve the papers for use in the next lesson. 

Lesson 23 

The work is individual in oral recitation. 

As to criticizing, see Suggestions, Sec. I, L. i, 2, 17. 

Give this question for thought: Why should one be cour- 
teous ? Suppose everybody was discourteous ; how would the 
world get along? 

Lesson 24 

The work is oral, in class. 

Give help on the next lesson. 

Lesson 25 

Let the work be oral, in class, with individual questions, 
and with books open until the end of p. 22 ; then, with books 
closed, apply some of the questions in L. 26, giving the class 
no further time for preparation. See Suggestions, L. 4, Sec. III. 

Lesson 26 

Question again, with books closed. As to the written exer- 
cise, the teacher in a rural school may act as referee for any 
pupil who cannot readily find one who has not seen the picture. 

Lesson 27 

Refer to No. 139, p. 344. 

Lesson 28 

Additional questions : 

What is a ditty? In line 6, why did not the poet write When 
my ditty begins ? What was the corporation (line 24) ? Mean- 
ing of civic (line 29) ? Why not to find ease in the furry civic 
rohe? Meaning of hence (line t,^)} Of hap (line 43)? Why 
not happen? 



96 LESSONS IN ENGLISH [Book II 

Lesson 29 

Observe line 58. Meaning of pied? Of piebald? Of quoth 
(1. 67) ? Of pipe (L 83) ? Of methoiight (1. 144) ? 

(Caesar commanded the Roman army in Gaul [ancient France] 
and wrote Commentaries on the Gallic War. His historians tell 
that he was a good swimmer, and that once, in escaping from 
danger by swimming, he kept some documents dry by holding 
them above the water, while he swam with one hand. See 
Arden Shakespeare, Julius Caesar, p. 88, note.) 

Lesson 30 

Could such a piper get to Bagdad by dinner time? What 
is a Caliph (1. 179)? Did you ever read The Arabian Nights? 
Meaning of enraptured (1. 196) ? 

What does the line of stars mean in IX? 

How many lines are omitted ? 

Lesson 31 

Explain the dash in line 212. Meaning of on the rack (1. 214) ? 
Of addressed (1. 220)? Of portal (1. 227)? Of Ime 260? Of 
alien (1. 291) ? 

In giving help upon the next lesson, question concerning the 
pupil's ability to recognize a verb ; drill, if necessary, and re- 
quire that Definition 66, p. 255, be memorized. 

Lesson 32 

Follow the text. 

The work is oral review of what has already been learned 
in Book I. See blow, blew, blown, etc., p. 86, Book I. 

For formal instruction concerning the three principal parts 
of verbs, see p. 272, text. 

Lesson 33 

The first work is oral, in class, with the purpose of giving the 
pupils some idea of the simplest organization of a story. 



Lessons 29-41] MANUAL OF SUGGESTIONS 97 

Your markings of the papers should tend to encourage. But 
take careful note of defects in punctuation ; drill, if necessary. 

Lesson 34 

Follow the text. 

Lesson 35 

In class, have full oral discussion of the text, with books 
open. Then, at their seats, let the pupils write individually. 

Give help on the next lesson, especially as to outlining an oral 
story. 

Lesson 36 

Follow the text. 

Have thorough discussion of the points in the story as they 
are developed, and of the numbered directions. 

After the discussion, the story should be told. See Sugges- 
tions, L. 2, Sec. II. 

Lesson 37 

Follow the text. In oral discussion, draw out the answers; 
then let the writing be done at the seats. 

Lesson 38 

Let the pupils exchange papers, and criticize. Have it under- 
stood that failure to criticize a defect is itself a fault. 

Lesson 39 
The work is oral throughout. 

Lesson 40 
See Suggestions for L. 40, Sec. II, Book One. 

Lesson 41 

See text, p. 347, VII. 

In dictating the sentences given at the close, speak the words 
slowly and distinctly, with uniform pauses between. The 
pupil should write the entire sentence, then punctuate it. 



98 LESSONS IN ENGLISH [Book II 

Lessons 42 and 43 

Follow the text as nearly as possible. 

If it transpires in L. 42 that some of the pupils have discov- 
ered the sequel, as given in L. 43, direct that they " supply 
events " different from those discovered. 

Lesson 44 

Follow the text. 

Decide upon the outline in oral discussion. 
Advice given for L. 42, 43, applies here also in relation to 
L. 46. 

Lesson 45 

Follow the text. 

In a small class in which committees may not be had, give 
all the work to each pupil ; take two or three days if necessary. 

Lesson 46 

Follow the text in oral class work. 

See text, p. 27, line 12, and explain that " What is each of the 
four sections about? " has the same meaning as " Tell the sub- 
ject of each paragraph " in to-day's lesson. 

Give this question for thought : Suppose the Ruby Perilous 
had shown its influence in Hamelin : (i) Would it have de- 
clared in favor of the piper? (2) Would it have declared for the 
Mayor? 

Lesson 47 

Follow the text in class work. 

Lesson 48 

The work is oral, in class. 

The " method " used for increasing interest is in making the 
Ruby Perilous declare for a silent man, thereby kindling a great 
curiosity to know what he had done, and how he had done it. 



Lessons 42-52] MANUAL OF SUGGESTIONS 99 

There is danger here; abrupt preaching might weaken the 
fine effect of the questions. Better let literature have her own. 



Lesson 49 

The work is oral, in class. 

See Suggestions, L. 2, Sec. II, Book One. 

Lesson 50 

See pp. 337-345- 

Lesson 51 

The work is oral in class. In Sancho Panza the ch is sounded 
like k. 

Lesson 52 

The work is in class, with books open. 

In sentence No. 2, p. 54, but for the comma, the word these 
might be supposed for an instant to modify degrees; and some- 
what similar confusion might result in sentence No. 4 from 
striking out the commas. 

In the Exercise, the work should show that the use of a 
comma in a sentence is in accordance with one of the two state- 
ments on p. 54 ; for instance, in the first sentence, the comma 
follows In Greek because In Greek is " out of the usual posi- 
tion;" in "usual position" the sentence would be, "The 
word poet in Greek means a creator; " in the second sentence, 
the comma follows to speak frankly, because to speak frankly 
" modifies the sentence as a whole rather than one of its 
parts." 

In the sixth sentence, the content of the word then is not 
that of the different then in sentence No. 5. 

Turn forward to L. 124, line 3, and compare the following: 

Now my brothers call from the bay. 

Now, my brothers, call from the bay. 



lOO LESSONS IN ENGLISH [Book II 

Lesson 53 

Follow the text; but draw out other similar adventures if 
possible. 

The work is oral, in class ; in effect, it is preparation for the 
next lesson. Observe that a pupil may, in the next lesson, 
write about Don Quixote or about anything else, — may write 
a story, or a dialogue. 

Lesson 54 

Pupils write individually. 

Give each one judicious advice at his seat. The work will 
be greatly varied in subject and in quality. 
Require correct forms and neat work. 

Lesson 55 

Discuss the matter in class ; afterward, let the pupils write 
at their seats. Preserve the papers. 

Lesson 56 

See forms, pp. 337-345, text. 

Lesson 57 

The work is oral, in class. 
Give help on the next lesson. 

Lesson 58 

Let the work be oral, closing with a discussion of the written 
lists offered (prepared beforehand) for No. 8 and No. 10. 

Lesson 59 

In class, discuss i, 2, 3, orally; afterward, let the pupils 
write at their seats. 



Lessons 53-64] MANUAL OF SUGGESTIONS lOl 

Before assigning L. 60, teach L. 2, pp. 140-141, text. 

Next, teach the Compound Subject, as in L. 22, p. 164. 

Next, teach the matter concerning the number of verbs on 
p. 261. 

The time required for the several points will depend upon 
how well your pupils retain what they have studied in Manly- 
Bailey's Lessons in English, Book One, or its equivalent. Any 
pupil who has never studied the subjects may require individual 
instruction; if he is bright, however, the additional matter 
will cost him no trouble, and perhaps little time. 

Also, before assigning L. 60, ask the questions in the third 
paragraph of L. 61. See Suggestions, L. 4, Sec. III. 

Lesson 60 

Let the recitation be entirely oral, each pupil contributing 
as much as may be to the memory power of the class. The sub- 
ject has already been studied in the work of the preceding 
grade. 

See L. ^^, Sec. IV. 

Lesson 61 

The work is oral, with books open. If the suggestions for 
L. 59 have been followed, the pupils have already recited parts 
of to-day's lesson. 

Lesson 62 

Follow the text. The work is individual. 
The papers may be discussed in class. 

Lesson 63 
See p. 337. 

Lesson 64 

The work is entirely oral, with books open. 



I02 LESSONS IN ENGLISH [Book II 

Lesson 65 

In a rural school, choice of other subjects may be allowed : 
a field, a wood, a hill, or any striking natural or artificial feature 
of the region. 

Require correct forms and neat work. 

Lesson 66 
Follow the text. See No. 66, p. 341. 

Lesson 67 

The work is oral. As to sounds, those made by other animals 
may be drawn out: that of a cow, a duck, an owl, a whippoor- 
will, a quail, etc. Other words may be added in regard to taste 
and touch. 

Guard pronunciation and usage. 

Lesson 68 
Follow the text. Give help on the next lesson. 

Lesson 69 

The work is in class, with books open. 

Lesson 70 
Follow the text. 
Give this question for thought : What is character ? 

Lesson 71 

Put on the board the five sentences from Oral Exercise, p. 66. 
The work is oral, in class. 

Give help on the next lesson ; explain " compound subject," 
giving illustrations. 



Lessons 65-78] MANUAL OF SUGGESTIONS 103 

Lesson 72 

The work is oral throughout; or the last demand may be 
met in writing. 

If necessary, use as a review the first part of L. 72, p. 220. 

Lesson 73 

Follow the text. 

Lesson 74 

The work is in class, with books open. 
Take care of pronunciation and usage. 

Lesson 75 

See No. 75, p. 342. 

Lesson 76 

Allow choice of additional subjects : 

How to curry a horse. 

How to make a pair of stilts. 

How to darn stockings. 
Require correct usage and neat work. 

Lesson 77 

The work is entirely oral, in class. 

The classification into declarative, interrogative, and exclam- 
atory sentences is according to meaning. See p. 139. 

The classification in L. 77 and following, into simple, com- 
pound, and complex sentences, is according to form. Any 
sentence is capable of being classified both as to meaning and 
as to form; e.g., No. 2, in the Exercise on p. 74, is a simple 
sentence when classed as to form, and an interrogative sentence 
when classed as to meaning. 

Lesson 78 

Follow the text; give choice of many subjects. The divi- 
sions of the " account " need not be obtrusively evident. There 



I04 LESSONS IN ENGLISH [Book II 

may be a story, and simple description of a scene; while the 
" explanation " here required may be that of the process of 
paving or other work. 

Lesson 79 

Put the questions in such way that the individual pupil 
must benefit ; have no concert work. 

Direct pupils to procure the pictures which will be needed 
in L. 82. 

Lesson 80 

The work is oral throughout and in class. 
Give help on the next lesson. 

Lesson 81 
Follow the text. Any pupil may describe a former home. 

Lesson 82 

Follow the text. The work is first oral, in class. 

Afterward, at seat, the pupil writes notes and description 
based upon the picture he has brought in response to the direc- 
tion suggested for L. 79, above. 

Give help on the next lesson. 

Lesson 83 

Follow the text. The class work is oral. 

Lesson 84 

Let the class work be oral. 

See Suggestions, L. 18, Sec. Ill, and Suggestions, L. 56 and 
67, Sec. IV. 

Require commitment to memory of the summary. 

Under the Note (between 3 and 4) the following sentences 
may serve for illustration : 

" John, will you go? " 

" Will I go ? I shall be glad to go." 



Lessons 79-94] MANUAL OF SUGGESTIONS 105 

Lesson 85 

Follow the text. 

Lesson 86 

Give other subjects, and allow the use of fictitious names. 

Lesson 87 

The class work is oral. 

Lesson 88 ' 

The matter need not be read in class, but questions should 
draw out the fact that it has been read. Then books may be 
opened and the picture questions be employed. 

Lesson 89 

Follow the text. Guard against marking books in the next 
lesson. 

Lesson 90 

The questions are applied individually in class, with books 
open. 

Look up a received telegram to show the class for L. 96. 

Lessons 91 and 92 

The work is in writing, at the seats. 

Lesson 93 

Follow the text. The class work is oral throughout. 
Direct each pupil to procure a picture of a dog to serve the 
purposes of L. 104. 

Lesson 94 

The writing of the invitations, their exchanging, and the 
replies, may all be done before recitation; the discussions 
should be in class. 



lo6 LESSONS IN ENGLISH [Book II 

Lesson 95 

Give choice of : 

1. A peddler and his wagon. 

2. A campfire of wagoners. 

3. Men working the road. 

Lesson 96 

Add other choice : 

You expect to reach Jonesville by the Central railroad at 
twenty minutes past four o'clock to-morrow afternoon. Tele- 
graph ten words to George Jones at Jonesville, asking him to 
meet you at the station. 

Let pupils substitute facts of person, place, railroad, and 
time, for the fictions above written. 

Lesson 97 

The work is in writing, at seats. 

Lesson 98 

The class work is oral, with open books. See VII, p. 347. 

Lesson 99 

The class work is oral, with open books. Apply individual 
questions throughout. 

Give this question for thought : Which is the more useful, 
the soldier or the surgeon ? 

Lesson iOO 

The class work is entirely oral. For learning the poem, see 
Suggestions, L. 20, Sec. I. 

Words to be looked up : anon, mused, Sire, quick. Contrast 
suspect and expect. 



Lessons 95-107] MANUAL OF SUGGESTIONS 107 

Lesson 101 

Follow the text. 

Before assigning L. 102, test the pupils' knowledge of adverbs. 
If they do not retain what they have learned of adverbs in 
Book One, postpone L. 102 and assign for drill to-morrow L. 133, 
P- 315- 

Lesson 102 

Explain the meaning of verb forms. See Book One, p. 5 ; 
am, are, etc. are forms of the verb be. 

Explain modifier. See Book One, L. 52, p. 246, and L. 68, 
p. 264. 

Lesson 103 

Suggestions of other subjects : Washington, William Tell, 
Joan of Arc, Grace Darling, Grant, Lee, Lincoln, Alexander, 
Pocahontas, Robin Hood. 

Lesson 104 

The writing is preparatory, at seats. Afterward, the pupil 
describes orally, in class. 

Lesson 105 

The work is at the seats. 

Lesson 106 

The work is oral, in class. 

Lesson 107 

Follow the text. 

The writing, at the seats, is followed by oral discussion in 
class. 

A '' night letter " is a telegram sent at night, to be delivered 
the next day; fifty words cost no more than a regular day 



I08 LESSONS IN ENGLISH [Book II 

message of ten words. The " day letter " costs one and a half 
times as much as the " night letter." '' Lettergrams " must 
wait their turn, and be delivered after regular messages have 
first been attended to. 

Lesson 108 

The work is oral. Consult an unabridged dictionary for 
meanings of unusual words. 

The listed tulips, tulips entered in lists, or catalogued as meri- 
torious ^ (or listed may be taken to mean entered for a prize 
contest). 

Tulips, from a Turkish word ; akin to turban. 

Goat-bearded, bearded under the chin. 

Rembrandt, a great Dutch painter. 

Don, a Spanish title for a man, as Mr. or Sir in English. 

Anchor-tow, anchor rope. 

The carpets are to be considered costly oriental fabrics ob- 
tained in plundering ships of rich nations. 

Lesson 109 

Follow the text. There may be a discussion of papers. 

Lesson 110 

After preparation, the work is in class, with books open. 

Lesson 111 

Follow the text as closely as possible. 

The papers may be exchanged and criticized in class. 

Lesson 112 

See No. 38, p. 340. 

If necessary, teach L. 71, p. 218, before assigning L. 113, next. 

1 Dumas's The Black Tulip deals largely with the passion for tulip culture among 
the Netherlands in the seventeenth century. 



Lessons 108-118] MANUAL OF SUGGESTIONS 109 

For antecedent, see Book One, p. 232. 

For indefinite pronoun, see pp. 237-238, text. 

Lesson 113 

Follow the text. 

The first work is oral, with books closed; afterward, books 
are opened. 

Examples of changes desired : 

For I. All boys and girls must bring their lunches. 

For 4. Each of these men wished his name to be known. 

Lesson 114 

The work is preliminary to the written description to follow 
in L. 115. 

According to the circumstances (whether the school is in 
the city or country) have a full oral discussion of the text. 

Lesson 115 

Discuss the text ; then let the pupils write at their seats. 

Lesson 116 

Follow the text. Give help on the next lesson. 

Lesson 117 

One purpose is to prepare for work of the next lesson. 

In full oral class discussion, explain all difficulties. If pos- 
sible, show maps (or draw them on the board) of Persia, Greece, 
and the lands and waters between them. Give dates, causes of 
the war, disparity of forces, pecuHarity of races, armament, 
discipline, education, and its purpose. 

The story may then be told. 

Lesson 118 

Let the work be done independently in writing at the seats, 
and afterward be discussed in class. 



no LESSONS IN ENGLISH [Book II 

Lesson 119 

The class work is oral. 

Lesson 120 

The room may be in a dwelling, or in a barn ; it may be a 
pantry, or a kitchen, or a workshop, or a parlor car. Let each 
choose. Have class discussion. 

Lesson 121 

Follow the text. Discuss in class. Pupils write at seats. 
Help on their next lesson. 

Lesson 122 

Class work may be entirely oral, with books closed at first; 
with books open for the Exercise ; or the practicing of sentences 
may be on the board. 

Lesson 123 

The address may be simply. Editor News, or Editor Herald, 
as the case may be. 

Lesson 124 

Let the entire poem be read as a whole before questions are 
asked. 

What are the wild white horses? 

Lesson 125 

Show that lines 81-107 tell what Margaret is doing after the 
merman and children start away. 

Lesson 126 

The work is in class, each pupil telling the story. 



Lessons i 19-135] MANUAL OF SUGGESTIONS III 

Lesson 127 

If necessary, call for definition of a preposition (p. 324) and 
for examples. 

The work is oral except for the five sentences demanded at 
the close. 

Lesson 128 

Follow the text. Discuss papers in class. 

Lesson 129 

Discuss the questions in class; then let each of the pupils 
give a story. 

Lesson 130 

Follow the text. The work is individual. The papers may 
be preserved for use in Lesson 140. See Exercise, p. 124. 

Lesson 131 

The work is oral, in class. 

Lesson 132 

Class discussion may follow individual work. 

Lesson 133 

Follow the text. 

There may be division into equal sides, or each pupil may 
speak independently. 

Lesson 134 

The work is entirely oral, in class. 

Lesson 135 

See No. 135, p. 344, for form of address. 



112 LESSONS IN ENGLISH [Book II 

Lesson 136 

Do not require memorizing here. 

In the Exercise, the first comma is employed according to the 
use given in No. 7 ; the second comma is according to No. 5, 
and so on. 

Decide upon the subject for to-morrow's discussion. Give 
further choice. 

Lessons 137 and 138 
Follow the text. 

Lesson 139 

See No. 139, p. 344. 

Lesson 140 

Emphasize this work; take two or three days if need be 
(not necessarily in succession), and present the many points in 
such ways as to develop in the pupil a degree of taste for pure 
style. Let the best composition offered be written clearly on 
the board. Then in questions apply the principles of the lesson. 

Does it sound well? 

Is there a long, clumsy sentence? 

Do the emphatic words come together? 

Are the sentences nearly of uniform length, or do they vary 
pleasantly ? 

Is it clear that the sentences belong together ? 

Are the modifiers placed right ? 

Does the voice become tired in reading any sentence? 

As the questions are answered, correct the composition on 
the board. 

Again, place on the board the description in L. 87, and apply 
the foregoing questions; repeat and repeat until some degree 
of appreciation follows. Do not be discouraged by lack of 
complete success. Perhaps there is no piece of good writing 
that might not have been still better. In the Conrad descrip- 
tion (L. 87), minor faults may be found. 



Lessons 136-150] MANUAL OF SUGGESTIONS 1 13 

Lesson 141 

After preparation, the work is entirely oral, in class. For 
the Exercise, let the pupils use each of the words in a sentence. 

Lesson 142 

Follow the text. Each pupil does the whole work. 

Lesson 143 

Do not be satisfied until the work makes a strong practical 
impression; it is an important lesson. The work is oral, ex- 
cept for the last demand. 

Lesson 144 

The work is oral throughout. See whether the class can 
make additional sentences, with the use of the other words. 

Lesson 145 

The letter should be of an informal and friendly nature. 

Lessons 146 and 147 

The work is all oral. 

Lesson 148 
The work is oral. The poems should be memorized. 

Lesson 149 

The questioning should be individual, in class. 

Lesson 150 

Follow the text. Let the writing be done after oral discussion. 



114 LESSONS IN ENGLISH [Book II 

Lesson 151 

Let the work be done in writing. 
See Suggestions, L. 60, Sec. III. 

Lesson 152 

The work is oral, in class. 
See Genesis, iv, 22. 



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LESSONS IN THE SPEAKING AND 
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By John M. Manly 

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